Fundamentals of Bioethics Education for Schools and Universities Dr Lindsey Conner

Global Trends  The applications of science are under increasing scrutiny  There is a growing awareness about bioethics - social responsibility  Citizens of the future will need to make decisions (personal and that affect society as a whole)

Challenges for Bioethics Education Ethical decisions are influenced by personal, social, cultural and emotional dimensions, values and conventions Ethical decisions are influenced by personal, social, cultural and emotional dimensions, values and conventions Curriculum is not values free Curriculum is not values free Values are promoted as much by what is omitted as by what is included Values are promoted as much by what is omitted as by what is included Selection of appropriate content imperative for relevancy Selection of appropriate content imperative for relevancy

Goals of Bioethics Education To increase respect for life To increase respect for life To balance the benefits and risks of science and technology To balance the benefits and risks of science and technology To understand better the diversity of views of different persons To understand better the diversity of views of different persons (Macer, 2004) (Macer, 2004)

What should we target in bioethics education? Development of content Knowledge Development of content Knowledge Development of reflective processes (individual/societal views) Development of reflective processes (individual/societal views) Exploration of morals/values (values clarification) Exploration of morals/values (values clarification) Knowledge about bias and how to detect it Knowledge about bias and how to detect it (values analysis) (values analysis) Skills for developing “informed choice” Skills for developing “informed choice”

Teaching about bioethics Need to emphasise the importance of bioethical decision-making Need to emphasise the importance of bioethical decision-making Need to question the direction and principles underlying scientific endeavours Need to question the direction and principles underlying scientific endeavours Cannot use conventional ways of transmitting knowledge Cannot use conventional ways of transmitting knowledge Need to explore what students know and think Need to explore what students know and think Need to challenge students ideas Need to challenge students ideas Need to show examples of critical thinking Need to show examples of critical thinking

Approaches for teaching bioethics Experiential (students explore multiple possibilities/solutions and experience making decisions) Experiential (students explore multiple possibilities/solutions and experience making decisions) Interactive (students discuss reasons for different views) Interactive (students discuss reasons for different views)

Access existing knowledge Brainstorming/categorising Brainstorming/categorising Small discussions Small discussions Pre-tests Pre-tests Surveys Surveys Pre-write paragraphs/ essays Pre-write paragraphs/ essays Use of cue cards Use of cue cards

Build on existing knowledge Teacher indicates new science/technology content Teacher indicates new science/technology content Student-centred inquiry but prompted by the teacher/educator Student-centred inquiry but prompted by the teacher/educator Students question what they need to know and therefore what they should do to find out Students question what they need to know and therefore what they should do to find out

Enabling knowledge development Students need to know skills for inquiry/critical analysis- Do they already know how to be critical? Teacher provides scaffolding of skills though Questions (oral and written) Questions (oral and written) Prompts Prompts Checklists Checklists Statements of purpose Statements of purpose Modelling reflective thinking of own views Modelling reflective thinking of own views Modelling metacognitive skills to evaluate information Modelling metacognitive skills to evaluate information Using sequence diagrams Using sequence diagrams Using examples of thinking related to decision-making Using examples of thinking related to decision-making

Extending knowledge Small group/whole class discussions Small group/whole class discussions Use of case studies Use of case studies Use of example/scenarios with associated decision-making Use of example/scenarios with associated decision-making Role plays Role plays Model building Model building Set up continuums of possible solutions Set up continuums of possible solutions Paired comparisons with questions Paired comparisons with questions

Challenge students Get students to answer “ why did you think that? ” Get students to answer “ why did you think that? ” Accept multiple answers as being correct Accept multiple answers as being correct Encourage students to ask each other questions Encourage students to ask each other questions Encourage an awareness of multiple perspectives Encourage an awareness of multiple perspectives Get students to state the uncertainties (detect bias and evaluate the validity of claims) Get students to state the uncertainties (detect bias and evaluate the validity of claims)

Assessment of Learning in Bioethics Dilemmas because of controversy and multiplicities (no correct answer) Dilemmas because of controversy and multiplicities (no correct answer) Demonstrate respect for life Demonstrate respect for life Communicate the benefits and risks of science and technology Communicate the benefits and risks of science and technology Communicate multiple perspectives Communicate multiple perspectives Acknowledge individual, social, cultural and political influences on decision- making Acknowledge individual, social, cultural and political influences on decision- making

What is needed? Develop activities that: Explore students’ existing knowledge and ideas Explore students’ existing knowledge and ideas Build on this existing knowledge Build on this existing knowledge Assess students’ thinking about benefits and risks of science and technology Assess students’ thinking about benefits and risks of science and technology Assess awareness of multiple views and influences on decision-making Assess awareness of multiple views and influences on decision-making