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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
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| 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 |
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| 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