|
|
 Ratings
|
|
|
| Reviewed: |
Sep 14, 2008 by Health Sciences |
| Overview: |
The site, "Why the Topic of Bioethics in Science Classes? A New Look at an old Debate" is an overview of bioethics authored by Carolyn
Csongradi. It is part of the Let's Collaborate component of Access Excellence @
the National Health Museum. The components include: - Techniques that are helpful in developing moral problem solving skills with an emphasis on critical thinking skills
- Origins of guiding ethical principles
- Factors which influence how decisions are made
- A strategy for solving a moral problem
- The rationale for teaching the topic of bioethics in science classes
- Links to other bioethical lessons
- A comprehensive list of references
This material could be used to supplement textbook readings and classroom lecture. It could also be used as supplement information to assist the learning in completing one of the three assignments. |
| Learning Goals: |
The purpose of the learning module is "to help adolescents move from a single minded view of self towards a vision of the self in relationship to the needs of others in this world ...in the process of teaching science."
Upon completion of this learning module
the learner will be able to: - Discuss how moral problem solving skills relate to conflict resolution.
- Discuss and give examples for the ethical principles: beneficence; non-maleficence; justice; and autonomy,
- Compare and contrast three ethical theories: 1) teleological; 2) deontological,
and 3) virtue.
- Use a five-step process to solve a bioethical dilemma.
|
| Target Student Population: |
The target student population could range
widely. Students would could benefit include: - High school students enrolled in a course where they are studying philosophy.
- Nursing (and other health science majors)students studying legal and ethical issues in healthcare.
- Advanced practice healthcare professionals studying bioethical issues in healthcare.
- Students enrolled in a course on human genetics.
|
| Prerequisite Knowledge or Skills: |
The only prerequisite knowledge is a basic understanding of ethics. |
| Type of Material: |
The material is designed as a lecture/presenation. |
| Recommended Uses: |
This material could be used to supplement textbook readings and classroom lecture. It could also be used as supplement information to assist the learning in completing one of the three assignments. |
| Technical Requirements: |
No special technical requirements are needed. |
|
|
|
| Strengths: |
- The content is accurate and reference based (bibliography has 44 references).
- The ethical terms are clearly defined.
- The core ethical principles and theories are discussed.
- The material includes well developed learning assignments.
|
| Concerns: |
- There is no date denoting when the
content was created.
- The bibliography has not been kept up to date. It has no references newer than 1997.
- The content discusses "principles guiding physicians"; however, the ethical principles guide all healthcare providers, not just physicians. This sub-title seems to be in conflict with the title of the learning resource Why the Topic of Bioethics in Science Classes? A New
Look at an old Debate.
- The author focuses on four ethical principles, without reminding the learner that there are other guiding principles, such as, fidelity, veracity, respect, and paternalism.
|
|
|
Potential Effectiveness as a Teaching Tool |
Rating:   |
|
| Strengths: |
The purpose of the material is to
explore the use of bioethics in science classes and the techniques involved with developing moral problem solving skills. - The concepts are logically organized
- The language is conversational and engaging
- The examples provide excellent illustration of the concepts
- The material is versatile as it could be used to supplement classroom lecture, textbook reading, and homework assignments.
- The learning assignments are very versatile as they could be used for in class assignments, small group discussion, and homework assignments.
|
| Concerns: |
There are a few limitations regarding
the effectiveness as a teaching tool: - There is no interactivity built into the material.
- The content is limited to text only. There are no concept maps, graphics, or audio files to enhance the learning.
- There are no associated learning objectives.
Because the learning resource is a large site with many parts, students would need teacher's guidance to use it effectively. |
|
|
Ease of Use for Both Students and Faculty |
| Rating: |
|
| Strengths: |
Overall, the material is easy to use. It is self-contained and requires no special instructions. Terms are clearly defined. |
| Concerns: |
Without a guide it is easy for the learner to get lost. They may feel like they are going in circles. |
|
|
| Other Issues and Comments: |
The major concern for this material relates to the navigation. The navigation links are different on each page. The site map is for Access Excellence @ the National Health Museum. This learning material is a subset of a heading entitled Science Education Reform. The learner could accidentally easily stray from the learning content without an
intuitive way of returning. A solution such as having this learning module open in a new window -- maintaining the master menu would help guide both teacher and learner. |
|
