Curriculum Martha Marcela Rodríguez Alanís MD.Ms. Martha Marcela Rodríguez Alanís MD.Ms. Specialty: Dermatology Specialty: Dermatology Masters in Bioethics Masters in Bioethics Professor and Chief of the Medical Department at the DGETI. Professor and Chief of the Medical Department at the DGETI. Chief of Social Communications for the Bioethics College of Northeast Mexico. Chief of Social Communications for the Bioethics College of Northeast Mexico.

The application of Bioethics in a Technical High school as a behavioral educational model to strengthen moral values and modify risky behavior among teenager students INTRODUCTION

How can Bioethics be applied as a behavioral educational model in High School? INTRODUCTION

Definition Bioethics…… is the sistematic study of human conduct in the field of life sciences and health care from the point of view of moral principles Bioethics…… is the sistematic study of human conduct in the field of life sciences and health care from the point of view of moral principles Bioethics is literally translated as ethics of life related to free and responsible human beings. Bioethics is literally translated as ethics of life related to free and responsible human beings. Encyclopidia of Bioethics,New York 1978 Vol.1 p.XIX. Encyclopidia of Bioethics,New York 1978 Vol.1 p.XIX. INTRODUCTION

HIPOTHESIS Bioethics can be applied in technical high-schools by including it as a curricular course of 5 hrs a week in 1st, 3rd, and 5th semester of Natural Sciences and Humanities. Bioethics can be applied in technical high-schools by including it as a curricular course of 5 hrs a week in 1st, 3rd, and 5th semester of Natural Sciences and Humanities.

Chapters The course would include the following topics: The course would include the following topics: 1. Introduction to Bioethics. 1. Introduction to Bioethics. 2.-Awareness of social Surroundings. 2.-Awareness of social Surroundings. 3.-Feeling respect towards human dignity. 3.-Feeling respect towards human dignity. 4.- Preservation and conservation of life. 4.- Preservation and conservation of life. 5.-Treatment and Diagnosis of Bioethical dilemmas. 5.-Treatment and Diagnosis of Bioethical dilemmas.

NEGATIVE BEHAVIOR AMONG MEXICAN TEENAGER STUDENTS Apathy and rebellious conduct towards their students obligations Apathy and rebellious conduct towards their students obligations Disrespect towards authority figures and the institutions Disrespect towards authority figures and the institutions Nava 1998, Ortega 1999, Girard 2001

RISK FACTORS IN MEXICAN TEENAGER STUDENTS Biological-Psychological Early sexual activity Early sexual activity STD's STD's Unwanted pregnancy Unwanted pregnancy Abortion risk Abortion risk HIV-AIDS HIV-AIDSPsycho-social, Economic, Juridical School Drop-outs School Drop-outs Sexual Abuse Sexual Abuse Violence Violence Delinquency Delinquency Medina 2001

Materials and Methods Universe: students from the public school Cbtis 99 Universe: students from the public school Cbtis 99 (Centro de Bachillerato Tecnólogico e Industrial) in Monterrey Nuevo León México. (Centro de Bachillerato Tecnólogico e Industrial) in Monterrey Nuevo León México. Time Span: August-December 2002 Time Span: August-December 2002

Material Students: 82 students (29.3% of the universe) from 1st semester only. Students: 82 students (29.3% of the universe) from 1st semester only. Ages: Between the ages of 15 and 17 Ages: Between the ages of 15 and 17 Control group: 42 students (20m:22f) Control group: 42 students (20m:22f) Experimental group: 40 students (15m:25f) Experimental group: 40 students (15m:25f)

Material and Methods Variables Variables 1.-Punctuality 1.-Punctuality 2.-Discipline 2.-Discipline 3.-Behavior 3.-Behavior 4.-Responsability 4.-Responsability 5.-Homework 5.-Homework 6.-Studying habits. 6.-Studying habits.

Material and Methods Measured with a numerical scale using the following values: Measured with a numerical scale using the following values: Good 1 Good 1 Regular 2 Regular 2 Poor 3 Poor 3

Material and Methods All the variables were evaluated through the semester once a week, taking the first and the last comparison between both groups All the variables were evaluated through the semester once a week, taking the first and the last comparison between both groups The independence test was carried out using X 2 for each variable. The independence test was carried out using X 2 for each variable.

Methods Each variable was evaluated based in the following hypothesis: The evaluated variable is independent of the group being tested vs There is a relationship between the variable and the group being tested. Each variable was evaluated based in the following hypothesis: The evaluated variable is independent of the group being tested vs There is a relationship between the variable and the group being tested.

Results Behavior was the only variable with a significant difference of 9.3% Behavior was the only variable with a significant difference of 9.3% There was a relationship between the variable evaluated and the group There was a relationship between the variable evaluated and the group

PERCENT Results

Conclusions Negative behavior was successfully modified through the application of Bioethics as a formal curricular course in Natural Sciences and Humanities as a didactical behavioral model. Negative behavior was successfully modified through the application of Bioethics as a formal curricular course in Natural Sciences and Humanities as a didactical behavioral model.

Discussion We suggest that Bioethics can reinforce the education of ethics in Mexican teenagers. It also orients youth towards protective decisions that would keep them away from negative behavior. We suggest that Bioethics can reinforce the education of ethics in Mexican teenagers. It also orients youth towards protective decisions that would keep them away from negative behavior.

Discussion Such course would include the following topics: Such course would include the following topics: 1.-Introduction to Bioethics. 1.-Introduction to Bioethics. 2.-Awareness of social Surroundings. 2.-Awareness of social Surroundings. 3.-Feeling respect towards human dignity. 3.-Feeling respect towards human dignity. 4.- Preservation and conservation of life. 4.- Preservation and conservation of life. 5.-Treatment and Diagnosis of Bioethical dilemmas. 5.-Treatment and Diagnosis of Bioethical dilemmas.