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Thyroid Cancer, MEN II,* and Genetic Testing—Checking for UnderstandingName(s)1. What is MEN II? Although many kinds of cancer are linked with MEN II, nearly 100 percent ofpeople with the gene for MEN II will get cancer of what organ?2. The Alzheimer’s disease genetic test doesn’t predict Alzheimer’s disease with certainty; a personwho tests positive for E4 has only a 13-to-57-percent lifetime risk of Alzheimer’s disease. If aperson tests positive for the mutation that causes MEN II, what is the chance that the person willget thyroid cancer?3. There is no followup medical procedure that will prevent onset of Alzheimer’s disease. Whatfollowup medical options are there for a person who has tested positive for the mutation thatcauses MEN II?Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.4. As noted, this type of thyroid cancer is caused by an autosomal dominant mutation. What does thismean? (What does autosomal mean? What does dominant mean?)5. Other than the predictive value of the test and the options for followup medical care, what isanother difference between Alzheimer’s disease and the type of thyroid cancer associated withMEN II?6. If Max were to test positive for the mutation, would he know anything more about anyone else inhis family? Explain, and be as specific as possible.Master 4.6
What Impact Would Max’s Newly Discovered MutationHave on Him and Others?Name(s)Name Age 1. If Max had the mutation, what is the chance that the person listedbelow also inherited the mutation?2. What is the chance that the person would develop thyroid cancer?Max 1. 100%2. 100%Pierre 1.2.Sally 1.2.Diane 1.Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.2.Lindsey 1.2.Eula 1.2.Master 4.7
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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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Name(s)The Admissions and Policy Co
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Liver and Liver-Transplant Fact She
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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
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Page 216 and 217: See Teacher Support MaterialsSupple
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 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: Genetic Testing—Key Concepts• S
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
Page 283 and 284: Day 3: Analyzing the Willowbrook Ca
Page 285 and 286: Deciding on and Recording Main Poin
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Page 289 and 290: Willowbrook StudyCenters for Diseas
Page 291 and 292: Asthma Simulation OutcomesYou were
Page 293 and 294: Name(s)Reflection Questions1. Aside
Page 295 and 296: 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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