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

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Part II: Instructions1. With a partner, read the information below. One person should read the question aloud, andthe other should read the answer aloud.2. Underline the facts that might influence your decision of whether or not to open your envelope.Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.Scientific QuestionWhat is Alzheimer’s disease?What different kinds ofAlzheimer’s exist?What causes Alzheimer’s?What gene is tested?If you have E4, how likely areyou to get Alzheimer’s?Is it possible to have E4 butnever get Alzheimer’s?Is it possible to not have E4but still get Alzheimer’s?Can you have surgery ortake any medicationto prevent yourself fromgetting Alzheimer’s?AnswerAlzheimer’s disease kills brain cells and causes problems with memory, thoughtprocesses, and behavior. Eventually, the disease is fatal. People usually haveAlzheimer’s disease for 5 to 20 years before dying of it.Different types of Alzheimer’s disease arise at different times in a person’s life.This genetic test gives information regarding the most common type ofAlzheimer’s (generally referred to simply as Alzheimer’s disease), which arisesafter age 65. However, there is also early-onset Alzheimer’s disease, which arisesin a person’s 30s, 40s, or 50s. Early-onset Alzheimer’s disease is quite rare.For any one person, Alzheimer’s disease does not have a single cause. Instead,there are many risk factors; some of these may be inherited, while others maybe environmentally influenced. Some studies, for example, show that type 2diabetes, unhealthy arteries, and severe head injuries could contribute to overalllifetime risk of Alzheimer’s disease.The gene is for a protein called apolipoprotein E, or APOE (pronounced ap-ohee).You inherit one copy of the gene from each biological parent. The APOEgene comes in three varieties (alleles): E2, E3, and E4. Recent research showsthat the E4 version contributes most to Alzheimer’s risk.Your chance of getting Alzheimer’s if you have one E4 allele depends on what yourother allele is. If you have two E4 alleles, your chance is 15 times greater thansomeone who inherited E3 from both parents (baseline). If your other allele is E3,your chance is 3 to 5 times greater, and if your other allele is E2, your chance is thesame as a person with two E3 alleles (baseline).Yes. People who have E4 generally have a 13–57% lifetime chance of developingAlzheimer’s. Clearly, this risk is nowhere close to 100%.Yes. There are many other risk factors that influence a person’s lifetime chanceof getting Alzheimer’s disease. More than 30% of people with Alzheimer’sdisease do not have E4.No. You currently cannot prevent Alzheimer’s disease.Master 4.2 (Page 2 of 3)
Name(s)Now, on your own, answer the following questions:3. Using the information you have learned, do you want to open your envelope?YesNo4. Referencing facts on page 2 of Master 4.2, provide reasons to support your answer:Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.Master 4.2 (Page 3 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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Name(s)The COC distributed the peni
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Page 191 and 192: Liver and Liver-Transplant Fact She
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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
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Page 218 and 219: ClosureTo close the class, remind s
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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 239: Alzheimer’s Disease and Genetic T
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 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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Page 285 and 286: Deciding on and Recording Main Poin
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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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