JCU bioethics 11: Genetic Defect Prevention and the Vargo request
Thu, Dec 3, 2026 · Week 15 · Genetics of Disease (Medical Interventions)
Today's goal: Argue an assigned side of this question: Is it ethical to grant the Vargo family their request?
This is a model of the work you should turn in today. Use it to check your own: match the structure and the level of detail, do not copy it. Your data and wording should be your own.
Parallel case, not today's prompt: A family asks a hospital to place an unproven implant in a healthy child because a close relative developed a serious neurological disease in adulthood.
Claim: The hospital should not provide the implant outside an approved clinical trial because the child is currently healthy, the benefit is uncertain, and the long-term risks are unknown.
Evidence: The implant has only short-term animal data and no evidence that it prevents disease in people. The child may never develop the condition, while surgery creates immediate infection and device risks.
Reasoning: Preventive intervention is justified when expected benefit exceeds harm and the evidence supports that prediction. Here the possible future benefit is unmeasured but the surgical harm is real, so a monitored trial with consent safeguards is the responsible route.
Strongest opposing point and response: The family may argue that waiting could miss the only chance to prevent disease. That concern justifies research and close screening, but urgency cannot turn missing human evidence into proof that an irreversible implant will help.
My position after the debate: I support the claim only with the limits named above. A strong ethics argument states the value being protected, uses evidence rather than preference, answers the best counterargument, and names the condition that could change the decision.
This model shows the level of evidence and organization needed to complete: A complete debate worksheet that names the assigned side, gives three evidence-based arguments, answers the strongest opposing point, and ends with the student's own position.
- Write one defensible claim.
- Choose specific evidence that supports the claim.
- Explain the scientific rule that connects the evidence to the claim.
Keep the structure. Replace the question, facts, measurements, and evidence. Then recheck units, vocabulary, and whether the conclusion goes beyond the evidence.
Also due today: Submit one debate worksheet PDF in Schoology before the end of the block.
Turn in: Worked debate worksheet on a parallel case: a family request for an unproven preventive implant
Go to Schoology to turn this in.
Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf.
Open Schoology PDF upload helpIf you cannot get in, see Mr. Mendoza. Do not skip the work.
Claim ceiling: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
One exam-style question that uses exactly what you practiced today. Try it before you reveal the answer, then read why each choice is right or wrong.
Tap an answer to see the full explanation. Nothing is recorded or graded.
It builds this reusable test skill: Selecting evidence that directly tests an ethical claim.
- Name the concept or data pattern being tested.
- Cross out choices that violate that rule or the evidence.
- Justify the best remaining choice before checking the answer.

