1. Exploring the Ethics of Research into Healthy Ageing
@babrahaminst

2. Learning Outcomes All students will:
Describe the difference between health-span and life span.
Most students will:
Engage in group discussion about some positives and negatives of research altering how healthy we are when we’re older
Some students will:
Be able to debate which area of research is most important and why
Key word/s
Health-span, healthy ageing, lifespan, group discussion, opinion

3. Healthy Ageing Research
Babraham Institute scientists study immunology, epigenetics, and cell signalling. Our aim is to understand how changes in our body as we age affect our health.
This fits with the Biotechnology and Biological Sciences Research Council (BBSRC) remit to support research which will lead to strategies for improving lifelong health and wellbeing, and thus reduce pressure on the health and social care systems.

4. Babraham Institute research themes
Epigenetics – How reversible modifications to DNA can control access to genetic information. Epigenetic changes can be linked to ageing and the effects of our environment.
Signalling – How chemical pathways inside cells allow them to adapt their function and behavior in response to changes in their surroundings. Control of these pathways can change with age and contribute to illnesses.
For more information -
Immunology – How cells in the immune system develop, specialise and are regulated to respond to infections. The strength of the immune response declines sharply with advancing age.

5. Ice Breaker: Do you agree with aspects of ageing research?
Ice breaker activity
Researchers read statements around ageing, and ask students to arrange themselves on a scale across the room by how much they agree or disagree with the statement (1 minute per statement). Following this, we will discuss why people agree/disagree with each statement (up to 4 minutes per statement).

6. ‘We should raise the retirement age from 67’
Chris Seekings, The Actuary, March 2018
‘We should raise the retirement age from 67’
Ice breaker activity
Researchers read statements around ageing, and ask students to arrange themselves on a scale across the room by how much they agree or disagree with the statement (1 minute per statement). Following this, we will discuss why people agree/disagree with each statement (up to 4 minutes per statement).
Article:

7. William Haseltine, Forbes, April 2018
‘If we can understand how we age and can use that to prevent disease, then we have a duty to do so’
Ice breaker activity
Researchers read statements around ageing, and ask students to arrange themselves on a scale across the room by how much they agree or disagree with the statement (1 minute per statement). Following this, we will discuss why people agree/disagree with each statement (up to 4 minutes per statement).
Article:

8. ‘Should we be able to change the DNA of a human embryo?’
Ian Sample, The Guardian, July 2018
‘Should we be able to change the DNA of a human embryo?’
Ice breaker activity
Researchers read statements around ageing, and ask students to arrange themselves on a scale across the room by how much they agree or disagree with the statement (1 minute per statement). Following this, we will discuss why people agree/disagree with each statement (up to 4 minutes per statement).
Article:

9. What happens when we age?
What are some features of ageing?
Wrinkled skin
Spine curvature
Muscle wastage
Increased risk of infection
Cataracts
Sleeping problems
Alzheimer’s
Frailty
See fact sheet for more information
CC images:
Dog w/ cataracts:
Lady:

10. What is healthy ageing research?
Lifespan or healthspan?
Ask – can anyone tell me the difference between healthspan & lifespan?
Improving lifespan – living for longer
Improving healthspan – reducing amount of time with disease
CC images:
Athlete -
Wheelchair -
Researchers are trying to understand:
Why is it that some people remain healthy with age?
How can we help keep more people healthier for longer?

11. Why is healthy ageing important?
Source –
fig 1 -

12. Why is healthy ageing important?
What does it mean if our life expectancy is increasing but our healthy life expectancy isn’t?
Years with disease
75% over 65s suffer from at least two age-related diseases (1 in 5 of us)
Time requiring ‘substantial care needs’ has doubled between 1991 and 2011
References:
Graph adapted from House of Lords Report: Ageing: Scientific Aspects: July, 2005
75% over 65s suffer from at least two diseases (Goldman et al., 2013)
The number of years spent with ‘substantial care needs’ as doubled between 1991 and 2011 (May Bulman, The Independent, 2017)
Adapted from House of Lords Report: Ageing: Scientific Aspects. July, 2005

13. Healthy ageing research at Babraham Institute
Michelle Linterman’s group are researching how the immune system declines with age:
These images show that 2-month old mice (pictured left) are better able to respond to immunisation compared to 22-month old mice (picture right), as detected by the increased green staining for T helper immune cells in their lymph nodes. This provides evidence to suggest that vaccinations are less effective in the elderly.
More information on this work can be found here:

14. Healthy ageing research at Babraham Institute
Myriam Hemberger’s group are researching changes in fertility with age:
This image shows the womb of an elderly mouse. As a mouse ages, the womb becomes less sensitive to hormones, as shown by the uneven, patchy areas of green. This is reflected in the developmental problems seen in the offspring from these older mothers. This provides evidence for how the risks of complications increase with age, and could allow us to reduce the likelihood of problems occurring in the future.
More information on this work can be found here:

15. Healthy ageing research at Babraham Institute
Oliver Florey’s group are researching a process called entosis or cell cannibalism, when one cell surrounds, kills and digests another:
This image shows an example of the process, and their work identified an unknown mechanism of entosis that might help to protect us from harmful damaged cells and could slow cancer growth
More information on this work can be found here:

16. Activity: What is the most important research at The Babraham Institute?
Split into 4 groups (each facilitated by Samir, Mike, and two BI researchers), given three research outcomes related to possible outcomes from the BI researcher’s respective labs
Example impacts to think about – economic, population size, quality of life, number of people affects

17. What is the most important research at The Babraham Institute?
Split into groups
Read through your ‘researcher cards’
Order them by what you think is the most and least important
Write down:
Why you think one is more important than another
CC images
Health insurance (piggy bank):
Crowding:
Aerobics:

18. What is the most important research at The Babraham Institute?
As a whole class, discuss what each group decided the research that was:
The most important?
The least important?
Somewhere in the middle?
Are there common themes? If not, why?
Evaluation – take note of what people have learned

19. Summary
Babraham Institute & BBSRC aims are based on important predictions on our futures, but we need to be aware and appreciate the related ethical issues.
By understanding the public’s opinion on our research, we can be informed on which should have the highest priority.

20. Recap What are some signs of ageing?
What is the difference between lifespan and health-span?
Why is it important, particularly now, that the Government wants to promote healthy ageing?
What are three of your favourite examples of research at The Babraham Institute?