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Four Key Questions and Statementof Position and JustificationName(s)Name of Case:Part 1. The Four Key QuestionsWhat is the ethical question?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 how the question is resolved?Master 1.7 (Page 1 of 2)
What are the relevant ethical considerations?• Respect for persons• Harms and benefits• Fairness• Authenticity• Others? (Fill in other ethical considerations you think are relevant to this case.)Part 2. Position and JustificationWhat do you recommend be done and why?Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.Master 1.7 (Page 2 of 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
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
Page 54 and 55: • With respect to performance enh
Page 56 and 57: LE/LE/LLE/LPoint out that some of t
Page 58 and 59: Organizer for Day 1: What’s in a
Page 60 and 61: Day 2: Four Key Questions1PurposeDa
Page 62 and 63: 4. Emphasize that when bioethicists
Page 64 and 65: 15. Ask students to list as many et
Page 66 and 67: Organizer for Day 2: Four Key Quest
Page 68 and 69: Encourage students to share example
Page 70 and 71: Activity 7:Using Ethical Considerat
Page 72 and 73: 4. Ask a representative from each g
Page 74 and 75: Organizer for Day 3: Core Ethical C
Page 76 and 77: References and Resources1Informatio
Page 78 and 79: What Type of Question? ROUND 1—Et
Page 80 and 81: What Type of Question? ROUND 3: Eth
Page 82 and 83: Round 4Q9Should embryonic stem cell
Page 84 and 85: Oscar Pistorius—The Fastest Man w
Page 88 and 89: Carl’s CaseCarl listened to his t
Page 90 and 91: 1Module 2Balancing Individual and C
Page 92 and 93: adopting vaccination policies that
Page 94 and 95: In Advance1Copies, Equipment, and M
Page 96 and 97: Teaching Sequence1Day 1: Exploring
Page 98 and 99: the key stakeholders, and taken int
Page 100 and 101: You may wish to highlight the dange
Page 102 and 103: ClosureAsk students to reflect on t
Page 104 and 105: Day 2: Community Immunity1PurposeOn
Page 106 and 107: 10. Ask all students in the class t
Page 108 and 109: • While an unvaccinated person’
Page 110 and 111: ClosureRecap for students that the
Page 112 and 113: Tell only the students who were tag
Page 114 and 115: 5. Divide students into pairs, and
Page 116 and 117: 17. Share with students that becaus
Page 118 and 119: 13. Note that the Boston and Dublin
Page 120 and 121: Teaching StrategiesYou may want to
Page 122 and 123: Ask each member of the pair to read
Page 124 and 125: 1Centers for Disease Control and Pr
Page 126 and 127: Get Kids Vaccinated or ElseGet Kids
Page 128 and 129: Name(s)Station 2—Vaccine RisksDir
Page 130 and 131: Station 1: Vaccine-Preventable Dise
Page 132 and 133: MumpsBefore the mumps vaccine was i
Page 134 and 135: 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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