Complete Module 4 Teacher Support Materials - NIH Office of ...

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Evaluative Criteria for the Final AssessmentcontinuedLevel ofAchievementGeneral Characteristicsof ResponseActual Student ResponseAnalysis of ResponseProficientStudent provides two reasonsand clearly understands how toapply both the ethical considerationsand the relevantscientific facts; although theexplanation is organized andlogical, it repeats much ofwhat was already discussedin class.See sample response above.If this response essentiallyrephrases a class discussion, itwould be proficient.Same as analysis aboveCopyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.DevelopingUnacceptableStudent provides one reason,or is unable to fully apply boththe ethical considerations andthe relevant scientific facts.Student provides one reasonwith very little or no applicationof the ethical considerations andthe relevant scientific facts.“The only other people that shouldlearn the results of Camilla’s genetictest are the ones [who themselvescould have the mutation]. Both ofCamilla’s sisters, Erlinda and Ella,could have inherited the [mutation],meaning that they, too, are at riskof being diagnosed with or developingcolon cancer in the future. Asthe mutation is autosomal anddominant, if it is present only oncein either or both of her sisters, theywill also have a [high chance of]colon cancer and will need to knowthis before making any decisions [regardingfollowup care]. Her paternalgrandfather, Ronald, [could] also beaffected [as he] could still feasiblydevelop colon cancer, even thoughhe is past the average age of 44.Felicia should not learn the resultsbecause she specifically asked not tobe informed.”“Nobody [else] should get to see theresult. If people are in constant fearthat others will learn their medicalinformation, they will be disinclinedto ever get tested.”Ethical Considerationsconfidentiality and physical benefitof followup medical careScientific Facts• Colon cancer typically arisesin someone’s mid 40s, andMendelian genetics applies tothis situation.• However, the student doesn’tmake it clear that Camilla’sresult won’t give any definitiveinformation regarding thesisters.(Student has successfullyapplied some of the scientificfacts [age of colon cancer onset,for example], but doesn’tmake it clear that Camilla’sresult won’t give any definitiveinformation regarding thesisters.) To bring this responseto the next level, the studentcould write something suchas, “Learning that a close relativehas an inherited mutation isdifferent from learning that aninherited form of colon cancermay run in the family. Therefore,it’s important that the sisterslearn of Camilla’s test result,especially if she turns out to bepositive. This will more likelyencourage them to take the testthemselves, and receive earlyfollowup care if necessary.”Ethical Considerationbeginning of confidentialityScientific FactsnoneTeacher Support Materials, Module 4 (Page 4 of 4)TSMPage 4-14
Extension (Optional)Should Employers Have Access to Genetic Test Results?Estimated Time: 45 minutesIf you have another class period to devote to this work, you might want to explore this ethical question:Should employers be able to require and gain access to genetic testing results that could affect a person’sability to do his or her job? Master 4.11: About Retinitis Pigmentosa will guide you and your studentsthrough an exploration of a degenerative eye condition. This case focuses on the following question:Should airline companies be able to screen prospective pilots for associated genetic mutations?Procedure1. Give each student a copy of Master 4.11.2. Read the scenario aloud and pose the following ethical question: Should an airline companybe able to require perspective employees to have a genetic test for retinitis pigmentosa?3. Remind students that the next step is to consider all relevant information. A great deal ofinformation is available in Master 4.11.4. Ask students, “Who or what will be affected by the decision?”5. Ask students to identify the relevant ethical considerations.Students will likely identify ethical considerations such as minimizing harms and maximizingbenefits, fairness, and respect for persons.Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.6. Now that students have identified the ethical considerations, help them elaborate on theirinitial ideas by asking questions such as these:a. What are the associated harms and benefits for airline companies that requireretinitis pigmentosa genetic screening for perspective employees?Students will likely bring up economic benefits as part of this discussion.b. What are the associated harms and benefits for prospective employees who receiveretinitis pigmentosa genetic screening from airline companies?Students may bring up• economic harms if these employees are not hired as a result of a positive test,• emotional harms if the prospective employee must now explain to family and friendswhy he or she was not hired, and• economic or emotional benefit if the prospective pilot can now choose a different careerthat he or she can do for a longer period of time.Teacher Support Materials, Module 4 (Page 1 of 2)TSMPage 4-15
Page 1 and 2: Master 4.3 Answer KeyMax’s Case:
Page 3 and 4: Master 4.7 Answer KeyWhat Impact Wo
Page 5 and 6: Who Should Decide Whether Max Gets
Page 7 and 8: Who Should Have Access to the Resul
Page 9 and 10: Supplementary Information on HNPCC*
Page 12 and 13: Evaluative Criteria for the Final A
Page 16: Extension (Optional)continued•c.

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