Fundamentals of Bioethics Education for Schools and Universities

1. Fundamentals of Bioethics Education for Schools and Universities Dr Lindsey Conner

2. 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) socio-cultural influences

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

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

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

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

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

8. Accessexisting knowledge • Brainstorming/categorising • Small discussions • Pre-tests • Surveys • Pre-write paragraphs/ essays • Use of cue cards

9. Build on existing knowledge • Teacher indicates new science/technology content • 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

10. 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) • Prompts • Checklists • Statements of purpose • Modelling reflective thinking of own views • Modelling metacognitive skills to evaluate information • Using sequence diagrams • Using examples of thinking related to decision-making

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

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

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

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