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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
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Liver Function and FailureHepatitis
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- Page 204 and 205: 1Module 4Weighing Benefits and Harm
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- Page 220 and 221: 1Activity 2: Introducing Max’s Th
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- Page 226 and 227: 11. Give each student a copy of Mas
- Page 228 and 229: 1Ask students, “What are some rea
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- Page 234 and 235: 1Reflection: Have students view the
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- Page 240 and 241: Part II: Instructions1. With a part
- Page 242 and 243: Max’s Case—Thyroid Cancer, MEN
- Page 244 and 245: Thyroid Cancer, MEN II,* and Geneti
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Discussing and Recording9. Give stu
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References and ResourcesEthical Iss
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Asthma Study Recruitment FlyerCopyr
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The Ellen Roche Case—Research wit
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Willowbrook Hepatitis ExperimentsBa
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What Are the Relevant Ethical Consi
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Willowbrook—Key QuestionsName(s)(
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Name(s)(Fill out individually.)Conc
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1Module 6Modifying the Natural Worl
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Learning ObjectivesStudents will•
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In Advance 1Copies, Equipment, and
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4. Explain that as homework tonight
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Organizer for Day 1:Exploring Modif
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2. Tell students that today they ar
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11. Ask students, “Should human b
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• One limit is when harms are too
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Tell students that to move from the
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easoning for their recommendation s
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8. Pick a case with predominantly g
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Organizer for Day 3: Making a Recom
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References and ResourcesCloningAmer
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Purebred DogsAnimal Planet. 2008. D
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Contrasting Cases of Animal Modific
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Ear MiceThe scarcity of organs for
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Immunoglobulin CowsThe immune syste
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Malaria MosquitoesMalaria is a para
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Sheared Wooly SheepThe sheep popula
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Super-Sized SalmonSalmon can be bre
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Assessment of Ethical Acceptability
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Decision-Making-Continuum Terms and
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Policy question: Should creating an