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

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ContentsForewordAbout the National Institutes of HealthAbout the Department of BioethicsAbout Education Development Center, Inc.vviviviiIntroductionOverview 1Teaching Exploring Bioethics 3What Is Bioethics? 3Why Teach Bioethics? 3Thinking Like a Bioethicist 4Figure 1. The Exploring Bioethics poster 5Four Key Questions to Always Ask Yourself 5Core and Other Ethical Considerations 7Building and Assessing Strong Justifications 8Table 1. Assessing Student Justifications 10Challenges in Teaching Bioethics and How Exploring Bioethics Can Help 12Tips for Conducting Ethics Discussions 14Table 2. Tips for Conducting Ethics Discussions 16Resources for Teaching Bioethics 20About the Modules 21Goals 21Overview of the Modules 21Table 3. Ethical Issues and Curricular Connections 22Using the Modules 23Alternative Ways to Implement the Modules 25Correlating Exploring Bioethics with the National Science Education Standards and State Standards 25Table 4. Alignment with NSES Life Science Content Standards 26Table 5. Alignment with Other NSES Content Standards 27About the Web Site 28Teaching ModulesModule 1. Bioethics Concepts and Skills* 1-1Module 2. Balancing Individual and Community Claims: Establishing State Vaccination Policies 2-1Module 3. Allocating Scarce Resources: The Case of Organ Transplantation 3-1Module 4. Weighing Benefits and Harms: Ethical Issues in Genetic Testing 4-1Module 5. Research Ethics: The Power and Peril of Human Experimentation 5-1Module 6. Modifying the Natural World: Human Responsibilities toward Animals 6-1* Prerequisite knowledge for Modules 2–6.
This material is based on work supported by the National Institutes of Healthunder Contract No. HHSN263200600017C. Any opinions, findings, conclusions, orrecommendations expressed in this publication are those of the authors and do notnecessarily reflect the view of the funding agency.Copyright © 2009 by Education Development Center, Inc. All rights reserved. You havethe permission of EDC to reproduce items in this supplement for your classroom use.The copyright on this supplement, however, does not allow reproduction of these itemsfor any other use. For permissions and other rights under this copyright, please contactMildred Z. Solomon, Vice President, EDC, 55 Chapel Street, Newton, MA 02458;http://www.edc.org/; msolomon@edc.org; 617-969-7100.ivExploring Bioethics
Page 1 and 2: NIH CurriculumSupplement SeriesGrad
Page 3: Education Development Center, Inc.D
Page 7 and 8: About the National Institutes of He
Page 10: Introduction
Page 13 and 14: activity of assessing different rea
Page 15 and 16: teaching strategies that will help
Page 17 and 18: 2. The ability to distinguish an et
Page 19 and 20: quence of choosing one path over an
Page 21 and 22: Table 1. Assessing Student Justific
Page 23 and 24: Challenges in TeachingBioethics and
Page 25 and 26: How Exploring Bioethics Can HelpFor
Page 27 and 28: Prompts to encourage students to re
Page 29 and 30: Table 2d. Students say they already
Page 31 and 32: Resources forTeaching BioethicsBeau
Page 33 and 34: Table 3. Ethical Issues and Curricu
Page 35 and 36: Each module is divided into three d
Page 37 and 38: Table 4. Alignment with NSES Life S
Page 39 and 40: About the Web SiteThe Web site for
Page 42 and 43: 1Module 1Bioethics Concepts and Ski
Page 44 and 45: • apply important ethical conside
Page 46 and 47: In Advance1Copies, Equipment, and M
Page 48 and 49: Teaching Sequence1Day 1: What’s i
Page 50 and 51: new medication, she is able to stay
Page 52 and 53: 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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What Impact Would Max’s Newly Dis
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Your Tentative ThoughtsName(s)1. Do
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Ethical Questions• Who should dec
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Extension (Optional)About Retinitis
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Issues Explored• Why is it import
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Key Science Knowledge*• Nature of
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Teaching SequenceDay 1: Research wi
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13. Ask students, “Should I just
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Some students in the treatment grou
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it is ethically acceptable. For exa
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Students should recognize that rese
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ClosureAsk the class whether they t
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Organizer for Day 1: Research with
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Activity 4: Returning to Your Decis
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5. Discuss the results with the who
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5. Summarize two key points about r
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• The Belmont Report has served a
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Organizer for Day 2:Harms and Benef
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Day 3: Analyzing the Willowbrook Ca
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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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