• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.571-582
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• 2005

This study aims to examine primary school teachers' interest and understanding of bioethical issues, and to analyze their perception of bioethics teaching in the primary school education. For this purpose, the questionnaires were constructed. The data were collected from 553 primary teachers in the whole country. Major findings of the studys are as follows. First, most primary school teachers showed high level of interest about bioethical issues, but they had the limited understanding about bioethical issues. Primary teachers showed the highest interest about' respect for human life' and the lowest understanding of 'awareness of current biotechnology' Second, the prior reasons why primary teachers wanted to teach specific bioethical issues in the classes were that 'they were closely related to social phenomena' and 'they were appropriate for enhancing students' awareness of the value of life'. Third, the lack of the teachers' knowledge about bioethics and limited supply of teaching materials were found to be barriers, which prevent them from teaching bioethical issues. The implications of these results are discussed for the improvement of bioethics teaching in primary school education.

• Korean Journal of Clinical Pharmacy
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• v.24 no.2
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• pp.135-143
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• 2014

Purpose: Aim of this study was to gather and evaluate perceptions of investigators, IRB members, and IRB administrators on the appropriateness of IRB review process and bioethical oversight system of national R&D (NR&D) projects. Method: Investigators, IRB members, and IRB administrators at 17 different institutions were surveyed using convenience sampling and survey questionnaires were partially group-specialized to consider any differences between the groups. Results: Participants included 29 investigators, 37 IRB members, and 17 administrators with response rate of 100% (83 of 83). According to the responses obtained, insufficient preparation time for constructing protocol and gaining IRB approval was one of the main problems in the IRB review process (investigator 79.3%, IRB administrator 88.2%). Also, discrepancy between NR&D and IRB's protocol formats was another major issue (IRB members 96.4%, IRB administrator 100%) and most investigators (89.7%) had to modify the original NR&D protocol to obtain IRB approval. Moreover, it was reported that 13.8% of investigators and 31.3% of IRB administrators did not submit midyear reports to IRB and for bioethical issues of NR&D projects, 17.2% of investigators did not include information on project status and safety issues in the annual reports. Conclusion: In conclusion, for successful and ethical completion of R&D projects, revision of both IRB review process and NR&D project protocol formats as well as implementation of appropriate bioethical oversights are necessary.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.54-63
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• 2002

The purpose of this study was to investigate the effect of decision-making activities in lesson on improving decision-making ability to meet bioethical issues in everyday situation. Worksheet for decision-making was consisted of six steps: Identification of problem, searching relevant information, generation of alternatives, identification of values for selection criteria, evaluation of alternatives, review of consequence. The results of this study showed that the scores of decision-making were increased by the activities of worksheets. The scores of identification of problem, generation of alternatives, and evaluation of alternatives were increased meaningfully. However, the scores of searching relevant information, identification of values for selection criteria, and review of consequence were not increased. It seems that all steps of decision-making ability could not improve by short-term learning. Low level performance was appeared on the step of searching relevant information and evaluation of alternatives. This result indicated that students could not apply the biological knowledge to decision-making in the face of bioethical issues. In conclusion, the learning experience of decision-making is essential to foster rational decision-making ability. The activity of decision-making should be included in science class and curriculum.

• The Korean Society of Law and Medicine
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• v.10 no.1
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• pp.11-38
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• 2009

"Bioethics" may have various meanings depending on its roles. It may mean professional ethics for scientists and physicians, etc. It may also mean an academic discipline using interdisciplinary approach as well as a philosophical or a legal approach. "Bioethics" as an interdisciplinary study should often deal with public policy on bioethical issues. I call this role bioethics as a study of bioethics policy, which has to be developed as a new discipline. From this perspective, I deal with bioethical issues relevant to a human life before birth. There are various and often conflicting arguments about the moral status of a human life before birth such as the fertilization argument, the argument of genetic identity, so-called the "14 days" argument focusing on the formation of primitive streak, the argument of sentient being, and Michael Sandle's argument of an embryo as a being between a thing and a person. I argue that each of them is reasonable. Thus we are faced with reasonable disagreement on the views over whether a human life before birth has the same right to life as that of a person or whether right to life may be considered to be a matter of degree. If we acknowledge reasonable disagreement, as John Rawls pointed out, we should tolerate the views from ours in a plural society. Therefore, we cannot help making a policy that allows abortion and embryonic research with some limitations. When we say a certain act is morally permissible, "moral permissibility" does not mean that the act is morally right for all. Rather it means that the act cannot help being morally allowed for some persons although the others do not believe its moral rightness because they cannot right now rationally persuade others to accept their view.

• Korean Journal of Culture and Social Issue
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• v.23 no.1
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• pp.1-24
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• 2017

This article aimed to test whether specific social values (i.e., achievement vs. benevolence) could cause changes in decision making on bio-ethical issues. Study 1 investigated value preferences among young Korean college students according to Schwartz's (1992) model of social values. According to the results, the preference for achievement value was correlated negatively with the preference for benevolence value. In Study 2, following a sentence completion task which was conducted to trigger specific values, the participants had to indicate their ethical decisions regarding animal experiment, euthanasia, organ transplantation, biotechnology, sex selection and human cloning, Irrespective of the value priming (achievement vs. benevolence), there were more utilitarian decisions about animal experiment, euthanasia and organ transplantation. In contrary, there were more deontological decisions about sex selection and human cloning. Study 3 introduced a word completion task to assess implicit value preferences. The results showed that the participants with implicit preferences for the benevolence value in the condition of benevolence value priming were more frequently against animal experiments and organ transplantation than those with implicit value preferences for the achievement value. Social values are discussed for understanding one's bioethical decision making.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.513-530
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• 2009

Many kinds of teaching methods have been used to instruct ethical issues that arise in the field of science and technology. However, few teaching methods of bioethics have been validated by ethical theories, or justified based on practical utility in bioethics teaching. The aim of this article is to suggest teaching methods of bioethics that are appropriate for ethical theories and socio-scientific issues related to biological sciences in secondary schools. In the article, the teaching methods are classified into three types of ethical theories and into three types of socio-scientific issues in biological sciences. The characteristics of nine teaching/learning methods are then described in terms of appropriate bioethical issues or contexts, and ethical theories or principles.

• Journal of Hospice and Palliative Care
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• v.11 no.2
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• pp.106-110
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• 2008

Palliative sedation has been used in patients who undergo intractable suffering at the end of life. Its implementation, however, may be complicated due to resistance of clinicians and barrier of bioethical issues. Here, we present 50-year-old man with stomach cancer and multiple bone metastasis who was treated with palliative chemotherapy and radiotherapy. He suffered from refractory pain on the whole body even after standard analgesics and multidisplinary effort to relieve. Upon shared decision for sedation, he was given midazolam until discharge. Literature reviews reveal cases similar to the present case.

• Korean Journal of Medical Ethics
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• v.21 no.4
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• pp.330-343
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• 2018

This article explores some of the ethical issues associated with the fourth industrial revolution and suggests new directions for bioethics education in Korean universities. Some countries have recently developed guidelines and regulations based on the legal and ethical considerations of the benefits and social risks of new technologies associated with the fourth industrial revolution. Foreign universities have also created courses (both classroom and online) that deal with these issues and help to ensure that these new technologies are developed in an ethically appropriate fashion. In South Korea too there have been attempts to enhance bioethics education to meet the changing demands of society. However, bioethics education in Korea remains focused on traditional bioethical topics and largely neglects the ethical issues related to emerging technologies. Furthermore, Korean universities offer no online courses in bioethics and the classroom courses that do exist are generally treated as electives. In order to improve bioethics education in Korean universities, we suggest that (a) new course should be developed for interprofessional education; (b) courses in bioethics should be treated as required subjects gradually; (c) online courses should be prepared, and (d) universities should continually revise course contents in response to the development of new technologies.

• Journal of Science and Technology Studies
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• v.18 no.3
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• pp.1-45
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• 2018

South Korea has recently emerged as one of the leading countries conducting clinical trials. Seoul, for instance, is now ranked at the top of the list among the cities in the world. This paper examines the rapid growth of research involving human subjects in Korea, not just from the economic perspective (e.g., the growth of global pharmaceutical markets and the subsequent increase in the demand for clinical trials), but from the policy perspective (e.g., the government?s drive to support and promote this field as a new industry). The industrialization of clinical trials in Korea has manifested itself in the rise of international Contract Research Organizations (CRO) doing their business in Korea. They are, figuratively speaking, invited to Korea by the government. This paper intends to uncover and discuss the bioethical issues concerning research on human subjects, the issues that tend to be set aside merely as procedural ones like ??workable documents??. To this end, it investigates the practice of clinical trials by collecting hitherto unherad voices from patient-volunteers, physician-researchers, CRO employees, and government officials. This paper also explores the themes of ??ethical variability?? and ??biocapital?? in order to compare and constrast the case in Korea with those in other countries.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.