Bioethics: imaging and privacy
Debate whether a patient's medical images and anatomy maps should be shared for teaching, then post a CER.
One-paragraph CER on whether patient imaging data should be shared for teaching without renewed consent.
- 1Do thisDebate whether a patient's medical images and anatomy maps should be shared for teaching, then post a CER.
- 2Use this resource
- 3Submit thisCER: One-paragraph CER on whether patient imaging data should be shared for teaching without renewed consent.
- 4Submit it here
- 1CMSD website. Go to clevelandmetroschools.org and click the Clever button.
- 2Clever. Clever opens. Sign in if it asks.
- 3Microsoft (district) login. Use your district Microsoft account (the one for school).
- 4Schoology. Open Schoology, then your class, then Assignments, and find the file named below.
The file to submit is named: Human Anatomy & Physiology (Human Body Systems) › Unit 1.1 Beginning with Bones: Patient rehabilitation context, regional/directional terms, body cavities/planes, tissue structure. › CEROpen Schoology
What counts as evidence, and where to find it
What makes evidence strong, and where do you find evidence you can trust?
Evidence is the data and observations you use to back up a claim. In science that means measurements, experimental results, images, and records, not “my friend said” or “I saw it once.”
Strong evidence is relevant (it actually bears on the claim), sufficient (there is enough of it), and reliable (it was collected carefully and others could repeat it). One data point is rarely enough; a pattern across many is far stronger.
Where you find it matters. Prefer primary sources and reputable ones: peer-reviewed studies, government and health agencies (CDC, NIH, NHGRI), and your own lab data. When you find a source online, do not trust it on looks. Check who is behind it and what better sources say.
- • Relevant: it directly supports (or tests) the claim.
- • Sufficient: there is enough of it, not a single lucky data point.
- • Reliable: collected carefully, and others could reproduce it.
- • Sourced: you can say where it came from and why that source is trustworthy.
- • Stop. Investigate the source: who made this and why?
- • Find better coverage: what do other reputable sources say?
- • Trace claims and quotes back to the original.
Find two pieces of evidence for a claim in this unit, one from your lab/class data and one from a reputable source. Note why each source can be trusted.
- CER:
- Claim, Evidence, Reasoning — make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure — the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities — you open it through Schoology.
Minute-by-minute · 80-minute block
💡 Big idea: Patient medical images carry identifying information; using them for teaching requires balancing educational benefit against the right to privacy.
- 0-5Intro: framing patient-image privacy question
- 5-20Independent reading and two-column benefit/risk list
- 20-40John Carroll bioethics group debate
- 40-55Draft one-sentence claim and select strongest evidence
- 55-75Write and post CER
- 75-80Whole-class share of strongest opposing arguments
- • This week we start building the skeletal and organizational framework of the body. But first, a question the field has not fully settled.
- • When a hospital takes your X-ray, who owns that image? You paid for the scan, but the hospital stores it. Can they show it to students?
- • This is not hypothetical. Teaching hospitals use patient images every day. Today you will decide whether that practice is ethical and build a CER to defend your position.
- • Your CER from today will be compared to your arguments later in the unit when we analyze actual imaging data.
- 1Read the prompt: should a hospital use real patient scans to teach students without re-asking permission each time?
- 2List two benefits to learners and two privacy risks to the patient.
- 3Choose a side and write a one-sentence claim with your reason.
- 4Debate in your John Carroll bioethics group and note the strongest opposing point.
- 5Post a CER response weighing teaching value against patient privacy.
- • You can state a claim about using patient images for teaching.
- • You can weigh a benefit against a privacy risk.
- • Medical imaging (X-ray, MRI, CT) creates detailed anatomical records that can identify a patient.
- • HIPAA protects patient health information; de-identification is required before images are used without fresh consent.
- • Bioethical arguments must weigh concrete benefits against concrete harms rather than relying on feelings alone.
Your PLTW work today
Unit 1.1 Beginning with Bones: Patient rehabilitation context, regional/directional terms, body cavities/planes, tissue structure. · Bioethics: imaging and privacy
Day 1 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Open Lesson 1.1 Beginning with Bones in myPLTW and complete the introductory task for this lesson week; use it to add a medical-imaging fact to your imaging-and-privacy CER.
Mark the introductory task complete in myPLTW after posting your CER.
You finished the course-launch week; this is the start of Lesson 1.1 anatomy-and-organization content, and the introductory task should be checked off today.
myPLTW completion status plus CER screenshot on class board.
All PLTW activities are completed inside the PLTW course environment — this page only gives direction. Submit producibles on Schoology.
Today's PLTW tracker
Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible on Schoology.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Unit 1.1 Beginning with Bones: Patient rehabilitation context, regional/directional terms, body cavities/planes, tissue structure. · Bioethics: imaging and privacy
Open Lesson 1.1 Beginning with Bones in myPLTW and complete the introductory task for this lesson week; use it to add a medical-imaging fact to your imaging-and-privacy CER.
You finished the course-launch week; this is the start of Lesson 1.1 anatomy-and-organization content, and the introductory task should be checked off today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Debate whether a patient's medical images and anatomy maps should be shared for teaching, then post a CER.
- Read the prompt: should a hospital use real patient scans to teach students without re-asking permission each time?
- List two benefits to learners and two privacy risks to the patient.
- Choose a side and write a one-sentence claim with your reason.
- Debate in your John Carroll bioethics group and note the strongest opposing point.
- Post a CER response weighing teaching value against patient privacy.
CER: One-paragraph CER on whether patient imaging data should be shared for teaching without renewed consent.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Read the prompt: should a hospital use real patient scans to teach students without re-asking permission each time? | _______ |
| List two benefits to learners and two privacy risks to the patient. | _______ |
| Choose a side and write a one-sentence claim with your reason. | _______ |
| Debate in your John Carroll bioethics group and note the strongest opposing point. | _______ |
| Post a CER response weighing teaching value against patient privacy. | _______ |
Working solo? Put your own name in "Who" for every row.
- You can state a claim about using patient images for teaching.
- You can weigh a benefit against a privacy risk.
Resources & readings
Vetted readings and references for this unit. Use them to prepare, to catch up if you were absent, or to go deeper on today's target.
WebXam practice
Cumulative WebXam review
A quick mixed-review pulling questions from earlier units plus today, so the WebXam material stays fresh.
Where this leads — careers
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
What to do if you were absent
Read the linked overview on medical imaging, then post a written CER on whether patient scans should be reused for teaching, citing one fact from the resource.
MedlinePlus: X-raysThen submit your CER on Schoology.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
Khan Academy: Health and Medicine- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedTurned in the right way (Schoology for routine work) and confirmed.
Drop your Mon, Aug 31, 2026 · Bioethics: imaging and privacy here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
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