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Should I Tell Chantal? Part IYou’re with a group of friends, and some are playing computer games while others are about to watcha movie in the next room. One of your friends, Chantal, likes the games but decides to watch themovie instead. Five of you, including Chantal, decide to watch the movie.Once the movie starts, you realize that you have already seen the movie and that the ending is veryscary. Although your other three friends love the suspense of scary movies, Chantal has been traumatizedby scary movies in the past. You’re now faced with this question: Should you tell Chantalthe scary ending?Part IIBefore answering the question, you need to have all the information. You have some relevant factsalready. What else do you need to know to make a decision? What questions do you have?Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.Part IIIQuestions: Should you tell Chantal anything about the ending? Why or why not?Master 4.1
Alzheimer’s Disease and Genetic Testing: Relevant FactsPart I: APOE in the Human PopulationThe gene for apolipoprotein E (APOE) comes in three varieties (alleles): E2, E3, and E4. While E2protects a person from developing Alzheimer’s disease, E4 increases the chance of developing it.Humans inherit one copy of the APOE gene from each of their biological parents. The APOEgenotype alone does not determine whether a person will develop Alzheimer’s disease, though.About 30 percent of Alzheimer’s disease patients have at least one copy of E4, but about 30 percentof people with the disease do not have a copy of E4. So, people without E4 may still get Alzheimer’sdisease, and people with E4 may never get it.Approximate Distribution of E2, E3, and E4 in the Human PopulationPercent ofHuman PopulationInheritanceEffect on Person1–2% 2 copies of E2 (E2/E2) Decreased chance of developingAlzheimer’s disease15% 1 copy of E2, 1 copy of E3 (E2/E3) Decreased chance of developingAlzheimer’s disease55% 2 copies of E3 (E3/E3) Normal (baseline) chance ofdeveloping Alzheimer’s diseaseCopyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.1–2% 1 copy of E2, 1 copy of E4 (E2/E4) Normal (baseline) chance ofdeveloping Alzheimer’s disease25% 1 copy of E3, 1 copy of E4 (E3/E4) 3 to 5 times greater chance ofdeveloping Alzheimer’s disease1–2% 2 copies of E4 (E4/E4) 15 times greater chance ofdeveloping Alzheimer’s diseaseMaster 4.2 (page 1 of 3)
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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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Name(s)Banting decided that he woul
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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
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Page 232 and 233: ReflectionDisplay the posters from
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Page 236: 1Retinitis PigmentosaFoundation Fig
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
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Page 263 and 264: Some students in the treatment grou
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Page 267 and 268: Students should recognize that rese
Page 269 and 270: ClosureAsk the class whether they t
Page 271 and 272: Organizer for Day 1: Research with
Page 273 and 274: Activity 4: Returning to Your Decis
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Page 277 and 278: 5. Summarize two key points about r
Page 279 and 280: • The Belmont Report has served a
Page 281 and 282: Organizer for Day 2:Harms and Benef
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Page 285 and 286: 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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