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Topics in Bioethics: A Development of Student Perspectives

    Author: Keith A. Johnson1
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    Affiliations: 1: Biology Department, Bradley University, Peoria, IL 61625
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 15 December 2014
    • Supplemental materials available at http://jmbe.asm.org
    • Corresponding author. Mailing address: Bradley University, 1308 W. Bradley Avenue, Peoria, IL 61625. Phone: 309-677-3015. Fax: 309-677-3558. E-mail: kajohnso@bradley.edu.
    • ©2014 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. December 2014 vol. 15 no. 2 243-245. doi:10.1128/jmbe.v15i2.839
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    Abstract:

    Exposing students to current biotechnological and medical issues is eye-opening for many students in a way that is not always achieved through lecture-based learning. Lecture or investigative teaching styles provide a tremendous knowledge base for the students, but sometimes these teaching styles do not allow the student to fully develop, especially personal attitudes to issues in bioethics. Through online videos, Hollywood movies, guided readings and classroom discussions, students in this course are informed of some bioethical topics, encouraged to learn about other topics, and use this gained knowledge to develop personal positions regarding the value and/or risk of the issues. This course has been well-received by previous students as a favorite in terms of both topics covered and style.

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References & Citations

1. Bogod D2004The Nazi hypothermia experiments: forbidden data?Anaethesia591155115910.1111/j.1365-2044.2004.04034.x http://dx.doi.org/10.1111/j.1365-2044.2004.04034.x
2. Moe K1984Should the Nazi research data be cited?Hastings Center Report145710.2307/35617336392198 http://dx.doi.org/10.2307/3561733
3. Shapshay S2009Bioethics at the moviesThe Johns Hopkins University PressBaltimore, MD
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2014-12-15
2017-11-25

Abstract:

Exposing students to current biotechnological and medical issues is eye-opening for many students in a way that is not always achieved through lecture-based learning. Lecture or investigative teaching styles provide a tremendous knowledge base for the students, but sometimes these teaching styles do not allow the student to fully develop, especially personal attitudes to issues in bioethics. Through online videos, Hollywood movies, guided readings and classroom discussions, students in this course are informed of some bioethical topics, encouraged to learn about other topics, and use this gained knowledge to develop personal positions regarding the value and/or risk of the issues. This course has been well-received by previous students as a favorite in terms of both topics covered and style.

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Figures

Image of FIGURE 1.

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FIGURE 1.

Examples of questions for the human experimentation class discussion (following the viewing of the film Miss Evers’ Boys). For questions associated with other topics, see Appendix 5 .

Source: J. Microbiol. Biol. Educ. December 2014 vol. 15 no. 2 243-245. doi:10.1128/jmbe.v15i2.839
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Image of FIGURE 2.

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FIGURE 2.

Potential flow-chart demonstrating breadth of cloning issues.

Source: J. Microbiol. Biol. Educ. December 2014 vol. 15 no. 2 243-245. doi:10.1128/jmbe.v15i2.839
Download as Powerpoint

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