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1Reflection: Have students view the pros and cons posters from Day 1 to revisitprior beliefs. Ask students what additional pros and cons they would now addabout opening the envelope.Closure: Reinforce that the goal of this module (and the other modules in thissupplement) is not consensus. It is well-supported decision making using scientificfacts and concepts as well as ethical considerations.Final Assessment: Give each student a copy of Master 4.10. Emphasize that thisassessment is a “transfer” activity.Extensions (optional)1. Ask students to discuss the pros and cons of opening an envelope thatcontains test results for the mutation that causes MEN II. In what ways aretheir pro-con lists for Alzheimer’s and MEN II similar? Different?2. Ask students to consider the role of genetic testing in the workplace bystarting a new activity about testing prospective pilots for a vision disorder.(Instructions are online.) Give each student a copy of Master 4.11.Page 4-29Page 4-29Page 4-29Page 4-2923Involves copying a master45Module 4 4-316
References and ResourcesAlzheimer’s DiseaseAlzheimer’s Association. 2008. What is Alzheimer’s? Retrieved March 29, 2008,from http://www.alz.org/alzheimers_disease_what_is_alzheimers.asp.Grady, D. 2007. Testing for Alzheimer’s in the absence of a gene that says ‘yes’ or ‘no,’ the valueof one that says ‘maybe’ is questioned. New York Times, December 26.Hill, J.M., Bhattacharjee, P.S., and Neumann, D.M. 2007. Apolipoprotein E alleles can contributeto the pathogenesis of numerous clinical conditions including HSV-1 corneal disease.Experimental Eye Research, 84: 801–11. Also available at http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2217677.National Institutes of Health. 2007. Alzheimer’s disease genetics fact sheet. Retrieved March29, 2008, from http://www.nia.nih.gov/Alzheimers/Publications/geneticsfs.htm.Sadowki, M., and Wisniewski, T.M. 2004. 100 Questions and Answers about Alzheimer’s Disease.Boston: Jones and Bartlett Publishers.MEN IIHurd, R. 2006. Multiple endocrine neoplasia (MEN) II. Retrieved March 29, 2008, fromhttp://www.nlm.nih.gov/medlineplus/ency/article/000399.htm.Norman Endocrine Surgery Clinic. 2007. Multiple endocrine neoplasia type 2 (MEN 2):Disorders of the parathyroid, adrenal, and thyroid cancer. Retrieved March 29, 2008, fromhttp://www.endocrineweb.com/MEN/MEN2.html.U.S. National Library of Medicine. 2006. Multiple endocrine neoplasia. Retrieved March 29,2008, from http://ghr.nlm.nih.gov/condition=multipleendocrineneoplasia.HNPCCCleveland Clinic. 2006. Hereditary non-polyposis colorectal cancer. Retrieved March 29, 2008,from http://www.clevelandclinic.org/registries/inherited/hnpcc.htm.Gene Reviews. 2006, November 9. Hereditary non-polyposis colon cancer. Retrieved August 26,2008, from http://www.ncbi.nlm.nih.gov/bookshelf/br.fcgi?book=gene&part=hnpcc.Mayo Clinic. 2007. Genetic testing for colon cancer: Should you consider it? Retrieved May 29,2009, from http://www.mayoclinic.com/health/colon-cancer/DS00035.Stanford Cancer Center. 2008. Hereditary nonpolyposis colon cancer (HNPCC). RetrievedMarch 29, 2008, from http://cancer.stanford.edu/information/geneticsAndCancer/types/hpncc.html.U.S. National Library of Medicine. 2006. Hereditary nonpolyposis colorectal cancer. RetrievedMarch 29, 2008, from http://ghr.nlm.nih.gov/condition=hereditarynonpolyposiscolorectalcancer.4-32 Exploring Bioethics
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NIH CurriculumSupplement SeriesGrad
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Education Development Center, Inc.D
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This material is based on work supp
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About the National Institutes of He
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Introduction
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activity of assessing different rea
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teaching strategies that will help
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2. The ability to distinguish an et
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quence of choosing one path over an
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Table 1. Assessing Student Justific
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Challenges in TeachingBioethics and
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How Exploring Bioethics Can HelpFor
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Prompts to encourage students to re
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Table 2d. Students say they already
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Resources forTeaching BioethicsBeau
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Table 3. Ethical Issues and Curricu
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Each module is divided into three d
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Table 4. Alignment with NSES Life S
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About the Web SiteThe Web site for
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1Module 1Bioethics Concepts and Ski
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• apply important ethical conside
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In Advance1Copies, Equipment, and M
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Teaching Sequence1Day 1: What’s i
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new medication, she is able to stay
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6. Read the list of Round 1 questio
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• With respect to performance enh
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LE/LE/LLE/LPoint out that some of t
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Organizer for Day 1: What’s in a
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Day 2: Four Key Questions1PurposeDa
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4. Emphasize that when bioethicists
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15. Ask students to list as many et
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Organizer for Day 2: Four Key Quest
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Encourage students to share example
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Activity 7:Using Ethical Considerat
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4. Ask a representative from each g
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Organizer for Day 3: Core Ethical C
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References and Resources1Informatio
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What Type of Question? ROUND 1—Et
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What Type of Question? ROUND 3: Eth
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Round 4Q9Should embryonic stem cell
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Oscar Pistorius—The Fastest Man w
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Four Key Questions and Statementof
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Carl’s CaseCarl listened to his t
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1Module 2Balancing Individual and C
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adopting vaccination policies that
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In Advance1Copies, Equipment, and M
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Teaching Sequence1Day 1: Exploring
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the key stakeholders, and taken int
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You may wish to highlight the dange
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ClosureAsk students to reflect on t
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Day 2: Community Immunity1PurposeOn
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10. Ask all students in the class t
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• While an unvaccinated person’
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ClosureRecap for students that the
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Tell only the students who were tag
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5. Divide students into pairs, and
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17. Share with students that becaus
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13. Note that the Boston and Dublin
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Teaching StrategiesYou may want to
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Ask each member of the pair to read
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1Centers for Disease Control and Pr
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Get Kids Vaccinated or ElseGet Kids
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Name(s)Station 2—Vaccine RisksDir
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Station 1: Vaccine-Preventable Dise
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MumpsBefore the mumps vaccine was i
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Station 2—Vaccine RisksNote: Like
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Smallpox VaccineThe smallpox vaccin
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Station 4—ExemptionsExemptions vs
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State Exemptions Allowed as of Fall
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Name(s)What are the ethical conside
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Vaccination Status CardsVaccinated
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Opting Out of a Vaccine—Variables
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Measles in DublinIn 2000, an outbre
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What are some of the different pers
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Issues Explored• What is the fair
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Day 3—What Is Your Recommendation
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Teaching SequenceNoteAssign this ho
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Teaching Strategies: Jigsaw Techniq
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Some students might think that the
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11. Explain to students that they w
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Inform students that they will now
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2. Tell them that one liver has bec
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6. If it does not naturally arise,
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Criteria relevant to allocating liv
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Organizer for Day 2: Identifying St
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Day 3: What Is Your Recommendation?
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Activity 9:Understanding Past and C
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ClosureReinforce to students that t
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Ask students whether they think the
Page 183 and 184: Liver Function and FailureHepatitis
Page 185 and 186: Name(s)Banting decided that he woul
Page 187 and 188: Name(s)The COC distributed the peni
Page 189 and 190: Name(s)The Admissions and Policy Co
Page 191 and 192: Liver and Liver-Transplant Fact She
Page 193 and 194: The Liver and Liver Transplants—C
Page 195 and 196: Patient ProfilesAnitaAnita is a 19-
Page 197 and 198: Additional Patient InformationAnita
Page 199 and 200: The United Network for Organ Sharin
Page 201 and 202: Comparing the Past and Current UNOS
Page 204 and 205: 1Module 4Weighing Benefits and Harm
Page 206 and 207: An optional extension activity incl
Page 208 and 209: In Advance1Preparing the Envelopes
Page 210 and 211: Teaching Sequence1Day 1: Deciding t
Page 212 and 213: 6. Explain that each student should
Page 214 and 215: Activity 2:Introducing Max’s Thyr
Page 216 and 217: See Teacher Support MaterialsSupple
Page 218 and 219: ClosureTo close the class, remind s
Page 220 and 221: 1Activity 2: Introducing Max’s Th
Page 222 and 223: Activity 5:Who or What Will Be Affe
Page 224 and 225: Activity 6:Exploring the Relevant E
Page 226 and 227: 11. Give each student a copy of Mas
Page 228 and 229: 1Ask students, “What are some rea
Page 230 and 231: 5. Have students, in pairs, quickly
Page 232 and 233: ReflectionDisplay the posters from
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Page 239 and 240: Alzheimer’s Disease and Genetic T
Page 241 and 242: Name(s)Now, on your own, answer the
Page 243 and 244: Name(s)Max’s Family Tree on His M
Page 245 and 246: Genetic Testing—Key Concepts• S
Page 247 and 248: What Impact Would Max’s Newly Dis
Page 249 and 250: Your Tentative ThoughtsName(s)1. Do
Page 251 and 252: Ethical Questions• Who should dec
Page 253 and 254: Extension (Optional)About Retinitis
Page 255 and 256: Issues Explored• Why is it import
Page 257 and 258: Key Science Knowledge*• Nature of
Page 259 and 260: Teaching SequenceDay 1: Research wi
Page 261 and 262: 13. Ask students, “Should I just
Page 263 and 264: Some students in the treatment grou
Page 265 and 266: it is ethically acceptable. For exa
Page 267 and 268: Students should recognize that rese
Page 269 and 270: ClosureAsk the class whether they t
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Page 273 and 274: Activity 4: Returning to Your Decis
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Page 281 and 282: Organizer for Day 2:Harms and Benef
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Deciding on and Recording Main Poin
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Organizer for Day 3: Analyzing the
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Willowbrook StudyCenters for Diseas
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Asthma Simulation OutcomesYou were
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Name(s)Reflection Questions1. Aside
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Letter to ParentsThis is the letter
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What Are the Relevant Ethical Consi
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Name(s)(Fill out with your partner.
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Name(s)(Fill out individually.)Your
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Issues Explored• Should there be
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Key Science Knowledge*• DNA, RNA,
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4. Ask students for their prelimina
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8. Tell students to come to the nex
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Day 2: Deepening Your Thinking—So
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You may wish to note that• Cases
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2. Direct students to turn to their
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Organizer for Day 2: Deepening Your
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Day 3: Making a Recommendation—Se
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Those cases where students do not t
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3. Ask a representative from each g
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Activity 9: Returning to Alba’s C
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1Ear MiceBBC News. 2002. Artificial
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Alba’s CaseSince the early 1990s,
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Dyed FeathersPeople dye bird feathe
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Giant Panda BreedingThe giant panda
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Mad-Cow-Disease CowsMad cow disease
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Purebred DogsHumans have geneticall
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Spider-Silk GoatsSpider silk is str
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VealVeal is meat from calves that i
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Assessing Harms, Benefits, and Pote
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Final Assessment of Alba’s CaseRe
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This curriculum supplementwas devel
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