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#R5625
Bioethics 101 - Lesson 3: Finding the Stakeholders

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Word Document
NWABR
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5.0 out of 5 stars from 2 ratings.
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Description This is a Word document in which students read a case study about Dennis, a 14-year old boy who has been diagnosed with leukemia. Doctors treat the leukemia with chemotherapy, which dramatically reduces the number of Dennis’ blood cells. Dennis refuses life-saving blood transfusions because they conflict with his religion. Students identify ethical questions to explore and consider how the Principles of Bioethics (Respect for Persons, Maximizing Benefits/Minimizing Harms, and Justice) relate to the question. Students then identify the stakeholders — the people or institutions affected by the outcome — and work in small groups to clarify stakeholder values, interests, and concerns. Stakeholder groups then present their positions to the class as a group.
Type of Resource Lesson Plan, Teaching Strategies & Guidelines
Format Word Document - DOC
Technical Note Microsoft Word
Authors
Joan Griswold, Northwest Association for Biomedical Research
Development Date July 1, 2010
Grade/Age Levels Middle School (Grades 6-8)
High School lower division (Grades 9-10)
High School upper division (Grades 11-12)
Undergraduate lower division (Grades 13-14)
Undergraduate upper division (Grades 15-16)
Graduate
Professional (degree program)
Continuing Education
Informal Education
Pedagogies
National Science
Educational Standards
Nature of scientific knowledge (9-12), Science and technology in local, national, and global challenges (9-12), Science as a human endeavor (K-12), Understanding about science and technology (K-12), Understandings about scientific inquiry (K-12)
Learning Time 2-3 hours
Language English
Type of Review Reviewed by Partner Organization
Review Date August 30, 2011
Funding Sources National Institutes of Health, NIH-SEPA Program
Keywords
Suggested Use

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This is by far one of my favorite resources that I use each year. This particular case is about Dennis, a boy with leukemia whose religious beliefs are discordant with his treatment options. When used with the background information included in the Bioethics 101 collection (how to identify stakeholders, info on bioethical principles, etc), this lesson will inspire so much great conversation with your classes. There is no easy answer to this case, which is why students become so passionate about it. If I could give it more than 5 stars, I would! 

By the way, to provide more detail to my review above, this was used in an 11th/12th grade Anatomy class in a rural private school, with some slight modifications. 

Caitlin Johnston , Diocese of St. Petersburg