Exploring Bioethics - NIH Office of Science Education - National ...

1Ask students, “What are some reasons why Max’s father ought to be the decisionmaker and, therefore, limit Max’s ability to choose his own course of action?”After this preliminary discussion, ask students to hold their thoughts and turn tothis ethical consideration: minimizing harms and maximizing benefits.Tell students that they will be building a justification for their final recommendation.It will bring in the key medical and scientific facts they have learned and theirability to anticipate harms and benefits.Discuss the meaning of physical, psychological (emotional), social, and economicharms and benefits.Give each student a copy of Master 4.8. Divide students into pairs or smallgroups, and give them enough time in class to complete the master.Reconvene the class. Discuss harms and benefits, and record them on atransparency of Master 4.8.Give each student a copy of Master 4.9, to be completed during class or fortonight’s homework.Closure: Remind students that over the past two days, they have considered anethical question, gathered relevant facts, identified who stands to be affected by thedecision to have a genetic test, and applied the ethical considerations of respect forpersons and minimizing harms and maximizing benefits.Homework: If students did not complete Master 4.9 during class, have them doit as homework.Page 4-21, Step 5Page 4-22, Step 6Page 4-22, Step 7Page 4-22, Step 8Page 4-22, Step 9Page 4-22, Step 10Page 4-23, Step 11Page 4-23Page 4-23234Involves copying a masterInvolves making a transparency5Module 4 4-256