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

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Willowbrook—Key QuestionsName(s)(Fill out individually as homework.)What is the ethical question?Was the Willowbrook Study conducted ethically?What are the relevant facts?Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.Who or what could be affected by the way the question gets resolved?Master 5.5 (Page 1 of 4)
Name(s)(Fill out with your partner.)What are the relevant ethical considerations?Group Participants (please list the names of those assigned to each position)Those assigned to the Pro position:(You will argue that the researchers acted ethically.)Those assigned to the Con position:(You will argue that the researchers did not act ethically.)With your partner, develop two or three main points you wish to share with the opposing side. Listthese below. Record the main arguments of the students in the opposing side after they have sharedthem with you.Pro: The benefits outweighed the potential harms. Researchers did not expose the children to greaterrisks than those they would otherwise have been exposed to (there was no “excessive risk”).1.2.3.Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.Con: Respect for persons and fairness were violated. The study provided an undue inducement becausestudents were given a coveted spot in Willowbrook in a newer part of the facility if they participatedin the research. Parents and their children were not truly informed about the risks of the study.Also, the study could have been done on the adults in the facility instead of the children.1.2.3.Master 5.5 (Page 2 of 4)
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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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Alzheimer’s Disease and Genetic T
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Name(s)Now, on your own, answer the
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Name(s)Max’s Family Tree on His M
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Genetic Testing—Key Concepts• S
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Page 249 and 250: Your Tentative ThoughtsName(s)1. Do
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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 273 and 274: Activity 4: Returning to Your Decis
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Page 293 and 294: Name(s)Reflection Questions1. Aside
Page 295 and 296: Letter to ParentsThis is the letter
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Page 303 and 304: Issues Explored• Should there be
Page 305 and 306: Key Science Knowledge*• DNA, RNA,
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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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Final Assessment of Alba’s CaseRe
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This curriculum supplementwas devel
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