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Asthma Study Recruitment FlyerCopyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.Photo: Courtesy ©iStockPhoto.com/AnitaPattersonMaster 5.1
Asthma Simulation OutcomesYou were assigned to the control group, but firstyou (and everyone else who volunteered, includingthe experimental group) were asked to stopall your regular medications; you received aninactive placebo. Your asthma got worse.You were assigned to the experimental group.Your asthma improved, but you had a severe rashall over your body. You had to spend two days atthe hospital to have the rash treated.You were assigned to the control group, but firstyou (and everyone else who volunteered, includingthe experimental group) were asked to stopall your regular medications; you received aninactive placebo. Your asthma stayed the same.You were assigned to the experimental group.Your asthma improved with no serious side effects.You were assigned to the control group, but firstyou (and everyone else who volunteered, includingthe experimental group) were asked to stopall your regular medications; you received aninactive placebo. Your asthma got better.You were assigned to the experimental group.Your asthma improved with no serious side effects.Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.You were assigned to the control group, but firstyou (and everyone else who volunteered, includingthe experimental group) were asked to stopall your regular medications; you received aninactive placebo. Your asthma stayed the same.You were assigned to the control group, but firstyou (and everyone else who volunteered, includingthe experimental group) were asked to stopall your regular medications; you received aninactive placebo. Your asthma got worse.You were assigned to the control group, but firstyou (and everyone else who volunteered, includingthe experimental group) were asked to stopall your regular medications; you received aninactive placebo. Your asthma got worse.You were assigned to the experimental group.The medicine had no effect.You were assigned to the experimental group.Your asthma improved, but you gained 10 pounds(4.5 kg).You were assigned to the experimental group.Your asthma improved with no serious side effects.Master 5.2
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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
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Patient ProfilesAnitaAnita is a 19-
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Additional Patient InformationAnita
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The United Network for Organ Sharin
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Comparing the Past and Current UNOS
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1Module 4Weighing Benefits and Harm
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An optional extension activity incl
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In Advance1Preparing the Envelopes
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Teaching Sequence1Day 1: Deciding t
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6. Explain that each student should
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Activity 2:Introducing Max’s Thyr
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See Teacher Support MaterialsSupple
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ClosureTo close the class, remind s
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1Activity 2: Introducing Max’s Th
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Activity 5:Who or What Will Be Affe
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Activity 6:Exploring the Relevant E
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11. Give each student a copy of Mas
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1Ask students, “What are some rea
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5. Have students, in pairs, quickly
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ReflectionDisplay the posters from
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1Reflection: Have students view the
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1Retinitis PigmentosaFoundation Fig
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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 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 293 and 294: Name(s)Reflection Questions1. Aside
Page 295 and 296: Letter to ParentsThis is the letter
Page 297 and 298: What Are the Relevant Ethical Consi
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Page 301 and 302: Name(s)(Fill out individually.)Your
Page 303 and 304: Issues Explored• Should there be
Page 305 and 306: Key Science Knowledge*• DNA, RNA,
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Page 313 and 314: Day 2: Deepening Your Thinking—So
Page 316 and 317: You may wish to note that• Cases
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Page 320 and 321: Organizer for Day 2: Deepening Your
Page 322 and 323: Day 3: Making a Recommendation—Se
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Page 328 and 329: Activity 9: Returning to Alba’s C
Page 330 and 331: 1Ear MiceBBC News. 2002. Artificial
Page 332 and 333: Alba’s CaseSince the early 1990s,
Page 334 and 335: Dyed FeathersPeople dye bird feathe
Page 336 and 337: Giant Panda BreedingThe giant panda
Page 338 and 339: 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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