The Embassy of Good Science - User contributions [en]

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T20:19:23Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=3
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

*Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes lunch break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Introduction (15 min)
|Instruction Step Text=Start the session by welcoming everyone and introducing yourself, followed by an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.
*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules. For example: think of [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children</u>], [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues</u>] or [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Divide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (30 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line. Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T20:12:17Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=3
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.
*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules. For example: think of [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children</u>], [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues</u>] or [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (25 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Divide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line. Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T20:02:58Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.
*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules. For example: think of [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children</u>], [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues</u>] or [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Divide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line. Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T20:01:30Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules. For example: think of [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children</u>], [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues</u>] or [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Divide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line. Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T19:58:29Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules. For example: think of [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children</u>], [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues</u>] or [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Divide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T19:54:32Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules. For example: think of [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children</u>], [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues</u>] or [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T19:51:19Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

''For example:''

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T19:47:27Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T19:45:03Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

* Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:25:11Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:23:47Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]
*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:18:42Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:17:54Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example, you can use on of the scenarios below:

*''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''
*''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:17:11Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an '''ice-breaker question'''.

For example, you can use on of the scenarios below:

*''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''
*''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a QR code linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:15:43Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an '''ice-breaker question'''. For example, you can use on of the scenarios below:

*''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''
*''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code'''linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:14:49Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an '''ice-breaker question'''. For example, you can use on of the scenarios below:

* Scenario 1: Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

*''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''
*''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code'''linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:13:02Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an '''ice-breaker question'''. For example, you can use on of the scenarios below:

*''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''
*''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:10:40Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an '''ice-breaker question'''. For example, you can use on of the scenarios below:

*''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''
*''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.

<div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]
*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form'''.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:06:45Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an '''ice-breaker question'''. For example, you can use on of the scenarios below:

* ''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''
* ''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations. <br /><div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri]

*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form'''.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:05:27Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an '''ice-breaker question'''. For example, you can use on of the scenarios below:

<br />''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations. <br /><div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri]

*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form'''.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:03:33Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an '''ice-breaker question'''.

For example: <br />''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations. <br /><div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri]

*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form'''.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T18:00:48Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an '''ice-breaker question'''.

For example: <br />''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations. <br /><div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri]

*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:

<div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding question: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form'''.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T17:56:34Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an '''ice-breaker question'''.

For example: <br />''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations. <br /><div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri]

*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides: <div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding question: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form'''.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T17:55:21Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example:

<br />''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations. <br /><div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri]

*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides: <div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding question: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it to each trainee and ask them to write down...

#...the most important thing that they have learned.
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form'''.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-30T17:52:36Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before the session it is advised to:

* Familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives'''

By taking part in this activity, participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethical issues

2. able to indicate what ethical issues are pressing regarding biobanking

<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants, you can start with an ice-breaker question.

For example:

<br />''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations. <br /><div>
Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri]

*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri]

*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Additional notes to slide 2

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''

A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''

A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides: <div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding question: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) -> [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues -> [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings -> [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it note to each trainee and ask them to write down...

#...the most important thing that they have learned;
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(If you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form'''.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-28T12:53:03Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before using engaging in this activity with students it is important to familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

Moreover, before the session it is advised to:

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives''' By taking part in this activity participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethics issues

<span lang="EN-US">2. able to indicate what ethical issues are pressing regarding biobanking</span>

<span lang="EN-US">3. able to reflect upon some of the ethics issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants you can start with an ice-breaker question.

For example:

<br />''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kind of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. <span lang="EN-US">Use keywords to label overarching concepts and draw connecting lines to illustrate relations. </span> <br /><div>
Discuss in plenary the content of the mind maps. You can innitiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br />
Trainer tip: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking as a technology. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1

*[https://classroom.eneri.eu/node/251 '''What Is A Biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri]

*[https://classroom.eneri.eu/node/254 '''Types Of Biobanks And Their Uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri]

*[https://classroom.eneri.eu/node/255 '''Types Of Biological Samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing Of Biological Samples & Data Eneri]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing Of Biological Samples & Data Eneri)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div></div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''
</div><div>
A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div></div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''
</div><div>
A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides: <div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding question: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethics issues that arise on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it note to each trainee and ask them to write down...

#...the most important thing that they have learned;
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(...if you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form'''.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-28T12:51:51Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before using engaging in this activity with students it is important to familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

Moreover, before the session it is advised to:

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives''' By taking part in this activity participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethics issues

<span lang="EN-US">2. able to indicate what ethical issues are pressing regarding biobanking</span>

<span lang="EN-US">3. able to reflect upon some of the ethics issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants you can start with an ice-breaker question.

For example:

<br />''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kind of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. <span lang="EN-US">Use keywords to label overarching concepts and draw connecting lines to illustrate relations. </span> <br /><div>
Discuss in plenary the content of the mind maps. You can innitiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br />
Trainer tip: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking as a technology. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

Additional notes to slide 1
*[https://classroom.eneri.eu/node/251 '''What Is A Biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri]

*[https://classroom.eneri.eu/node/254 '''Types Of Biobanks And Their Uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri]

*[https://classroom.eneri.eu/node/255 '''Types Of Biological Samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing Of Biological Samples & Data Eneri]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing Of Biological Samples & Data Eneri)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div></div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''
</div><div>
A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div></div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''
</div><div>
A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides: <div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding question: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethics issues that arise on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example:

*Consent issues (for children) [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

*Personal data processing issues [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
*Dealing with incidental findings [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it note to each trainee and ask them to write down...

#...the most important thing that they have learned;
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(...if you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing a '''QR code''' linking to the evaluation form'''.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-28T12:49:23Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=2.5
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before using engaging in this activity with students it is important to familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

Moreover, before the session it is advised to:

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
Depending on the start time of your training session, consider scheduling one long 20-minutes break or two shorter 10-mintues breaks.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives''' By taking part in this activity participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethics issues

<span lang="EN-US">2. able to indicate what ethical issues are pressing regarding biobanking</span>

<span lang="EN-US">3. able to reflect upon some of the ethics issues associated with biobanking</span>

'''Training program'''

*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
*<span lang="EN-US">Reflection       </span>
*<span lang="EN-US">Statements             </span>
*Mindmap and closing

To warm up and engage participants you can start with an ice-breaker question.

For example: <br />''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kind of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''

''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />

Collect some answers and facilitate a short dialogue among the trainees.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. <span lang="EN-US">Use keywords to label overarching concepts and draw connecting lines to illustrate relations. </span> <br /><div>
Discuss in plenary the content of the mind maps. You can innitiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br />
Trainer tip: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (20 min)
|Instruction Step Text=Discuss the main concepts related to biobanking as a technology. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.

'''Slide 1: Biobanking'''
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1
*[https://classroom.eneri.eu/node/251 '''What Is A Biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. <br />Explain '''key concepts''' such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri]

*[https://classroom.eneri.eu/node/254 '''Types Of Biobanks And Their Uses'''] <br />Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri]

*[https://classroom.eneri.eu/node/255 '''Types Of Biological Samples'''] <br />Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri]

'''Slide 2: Sharing Of Biological Samples and Data'''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing Of Biological Samples & Data Eneri]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before you show the right answer, you can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing Of Biological Samples & Data Eneri)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div></div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''
</div><div>
A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div></div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''
</div><div>
A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (20 min)
|Instruction Step Text=During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides: <div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding question: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethics issues that arise on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules. For example:

* Consent issues (for children) [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>]

* Personal data processing issues [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>]
* Dealing with incidental findings [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (30 min)
|Instruction Step Text=<div>
Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.

Devide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To continue reflection on ethical issues related to biobanking in more dept, encourage trainees to explore and discuss a few statements. This exercise will provide trainees insight in the complexity of the ethical challenges and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘''one''’ represents complete disagreement and ‘''ten''’ signifies full agreement. As a trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the following statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and invite trainees to take a position on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions: ''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to another side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it note to each trainee and ask them to write down...

#...the most important thing that they have learned;
#...an action they can implement to pay more attention to ethical issues related to biobanking.
(...if you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.)

Depending on the group size and the time available, invite a few or all trainees to share their insights.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing '''a QR code linking to the evaluation form.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:53544958-49af-437a-9e35-642103b36434

2025-03-28T11:42:51Z

0000-0002-0367-4612:

{{Instruction
|Title=Biobanking: a group reflection on ethical issues - using an imaginary line
|Instruction Goal=This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students.
|Has Requirements='''For trainers:''' Before using this module trainers should complete the two ENERI e-learning modules on Biobanking: [https://classroom.eneri.eu/node/250 Biobanking: Technology Basics] and [https://classroom.eneri.eu/node/326 Biobanking: Ethics Issues]

'''For trainees:''' No prior expertise in biobanking is required, but participants should have a basic understanding of research ethics concepts. Participants are encouraged to complete the ENERI e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics</u>]
|Has Duration=3
|Important For=Master students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Has Practical Tips=Before using engaging in this activity with students it is important to familiarize yourself with the [https://classroom.eneri.eu/node/131 irecs materials] on biobanking and identify where the videos and cases you will use for this session are.

Morever, before the session it is advised to:

*Test all needed digital tools (digital whiteboards, etc.) and think of materials (such as tape) needed for an (imaginary) line in the room in advance.
*Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
After the activity it is advised to:

*Share additional resources and the rest of e-modules at the end of the session.
*Collect feedback through the evaluation form to improve future sessions.
}}
{{Instruction Step Trainer
|Instruction Step Title=Welcome (15 min)
|Instruction Step Text=To start the session please introduce yourself and provide an overview of the learning objectives and training program.

'''Learning objectives''' By taking part in this activity participants work towards the following learning objectives and become:

1. knowledgeable on basic concepts associated with biobanking and ethics issues

<span lang="EN-US">2. able to indicate what ethical issues are pressing regarding biobanking</span>

<span lang="EN-US">3. able to reflect upon some of the ethics issues associated with biobanking</span>

'''Training program'''

* Mindmap on Biobanking
* Mini Lecture on Biobanking and Technology Basics
* <span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues    </span>
* <span lang="EN-US">Reflection       </span>
* <span lang="EN-US">Statements             </span>
* Mindmap and closing

'''To warm up and engage participants''' you can start with an ice-breaker question.

For example: <br />''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kind of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; '''what is the first thing you would do?'''

''Scenario 2:'' Imagine you are a world leader with immense power. '''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?''' <br />

Collect some answers and facilitate a short dialogue aming participants.
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map on Biobanking (15 min)
|Instruction Step Text=To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.

'''Assignment:''' Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend '''5 minutes''' writing down associated words that come to mind. <span lang="EN-US">Use keywords to label overarching concepts and draw connecting lines to illustrate relations. </span> <br /><div>
Discuss in plenary the content of the mind maps. You can innitiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''

<br />
Trainer tip: Encourage trainees to add words to the mind map during the training session.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Technology Basics (15 min)
|Instruction Step Text=Discuss the main concepts related to biobanking as a technology. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides.

Slide 1: Biobanking
[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]

*[https://classroom.eneri.eu/node/251 What Is A Biobank? Eneri] – as the trainees complete this e-module, the trainer can also ask one of the trainees to explain in their own words what a biobank is. <br /><span lang="EN-US">'''Key concepts:''' ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.''</span>

*[https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses Eneri] <br />'''Key concepts:''' ''population based, disease specific and virtual biobanks''.

*[https://classroom.eneri.eu/node/255 Types Of Biological Samples Eneri] <br />'''Key concepts:''' ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.''

Slide 2: Sharing Of Biological Samples and Data

Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing Of Biological Samples & Data Eneri]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.

Before the trainer shows the right answer, the trainer can stimulate the conversation by asking open questions:

''Can you tell me more about your choice?''

''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?''

[[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]
<div>

<u>Quiz Questions</u>

(Retrieved from [https://classroom.eneri.eu/node/258 Sharing Of Biological Samples & Data Eneri)]
</div><div>
'''1. What is a primary consideration when sharing biological samples between biobanks?'''
</div><div>
A. Biobank location

B. Sample quantity

C. Sample age

D. Regulatory compliance
</div><div></div><div>
'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''
</div><div>
A. Speed of data transfer  

B. Exclusive ownership rights

C. Data encryption methods 

D. Harmonisation of consent processes
</div><div></div><div>
'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''
</div><div>
A. To economise on the costs of data sharing

B. To enable the seamless integration and analysis of datasets from diverse sources

C. To ensure that information collected follows standardised formats

D. To allow staff from different biobanks to develop good relations 
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mini Lecture on Biobanking and Ethics Issues (15 min)
|Instruction Step Text=Discuss the core ethical issues related to biobanking, applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples and integrate those in a few PowerPoint slides: <div>

*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]

*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking:
''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''

Collect them on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules.

For example: <br />Consent issues (for children) [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children Eneri</u>] Personal data processing issues [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues Eneri</u>] Dealing with incidental findings [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings Eneri</u>]

<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Reflection (15 min)
|Instruction Step Text=<div>
Start a dialogue about trainees’ own experiences '''as a citizen''' with biobanking.

Devide the group in subgroups and invite them to reflect on the following questions (projected on a slide):

*What is your own experience with biobanking as a citizen?
*Have you ever donated blood cells or anything else?
*Do you know what they do with your samples and personal information?
*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?
</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Statements (25 min)
|Instruction Step Text=<div>
To encourage reflection on ethical issues related to biobanking, encourage trainees to discuss a few statements in depth. The exercise will provide trainees insight in the complexity of the ethical issues and the values which are at stake.

You can create an imaginary line in the room, numbered from one to ten, where ‘one’ represents complete disagreement and ‘ten’ signifies full agreement. As the trainer, you will read statements aloud and ask trainees to stand on the line based on how much they agree with each statement.

You can use the follwing statements:
</div><div>
*Researchers should inform participants about genetic findings that could affect their health.
*Participants should be re-contacted for consent if their samples are used for new research.
*The collection of digital DNA material through biobanking should be halted, as complete data security cannot be fully guaranteed.
Read the first statement aloud and ask trainees to on the line.

Once everyone has selected a position on the line you can encourage dialogue between trainees using the following questions:

''Could you explain why are you standing there?'' ''Could you ask an open question to someone who is standing at the opposite end of the line? What would you like to know from someone else’s perspective? What value is at stake for you? Is there anything that would move you to an other side of the line?''

</div>
}}
{{Instruction Step Trainer
|Instruction Step Title=Mind map (15 min)
|Instruction Step Text=Now that trainees have had time to reflect on the topic of biobanking you can co back to the mindmaps created at the beginning of the activity. Invite the trainees to reflect on the mind maps by asking the follwing questions:

''What do you miss? What would you add now?''

''Is there anything that surprises you? What aspect deserve more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''
}}
{{Instruction Step Trainer
|Instruction Step Title=Closing (15 min)
|Instruction Step Text=Hand out a post-it note to each trainee and ask them to write down...

#...the most important thing that they have learned;
#...an action they can implement to pay more attention to ethical issues related to biobanking.
#...if you started with check-in question Scenario 2 in Step 1 of this module, then you can ask trainees if they would change their answer.

'''Evaluation'''

Invite the trainees to complete the evaluation form by sharing '''a QR code linking to the evaluation form.'''
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=Master students
}}

Instruction:1d832939-90e0-4879-a557-e60627c0555e

2025-02-20T09:45:23Z

0000-0002-0367-4612:

{{Instruction
|Title=AI in Healthcare: role play
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Instruction Goal=This module presents a training activity which can be done with pariticipants to reflect on AI in Healthcare.
|Has Requirements=Participants should prepare using the [https://classroom.eneri.eu/node/377 IRECS modules on AI.]

* [https://classroom.eneri.eu/node/236 AI in Healthcare: Technology Basics]
* [https://classroom.eneri.eu/node/238 AI in Healthcare: Ethics Issues]
* [https://classroom.eneri.eu/node/401 AI in Healthcare: Case Studies]
|Has Duration=2
|Has Participants=6 - 30
|Important For=Bachelor students; Master students
|Has Method=Blended learning; Role Play
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity has been designed to support participants in reflecting and learning about AI in healthcare. Before participating in this exercise participants are asked to follow the online [https://classroom.eneri.eu/node/377 modules developed by IRECS] on this topic.

By taking part in this activity participants work towards the following learning goals and become:

<div>
*<span lang="EN-US">knowledgeable on relevant literature, developments and regulations with regards to the topic addressed  </span>
</div><div>
*<span lang="EN-US">able to indicate what ethical issues are pressing regarding research concerning AI in healthcare contexts</span>
</div><div>
*<span lang="EN-US">able to apply relevant ethical concerns on a case  </span>
</div><div>
*aware how the learning materials are relevant for their professional practice
</div>In this activity, participants assume the roles of an expert group, tasked with reviewing and developing comprehensive advice for a complex case involving the use of AI in healthcare.
}}
{{Instruction Step Trainee
|Instruction Step Title=Preparation
|Instruction Step Text=<div>
<span lang="EN-US">Before participating in this activity participants prepare themselves by completing (one of) the e-modules:</span>

</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/236 AI In Healthcare: Technology Basics]</span>
</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]</span>
</div><div>
*[https://classroom.eneri.eu/node/401 Case studies: AI in Healthcare]
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the exericse
|Instruction Step Text=<div>
During the session, participants analyse a case using role play. In subgroups (up to 6 participants in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician); R<span lang="EN-US">epresentative of “HealthAI”;</span> <span lang="EN-US">Patient rights advocacy</span>; <span lang="EN-US">Medical ethicist;</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">;</span> <span lang="EN-US">Representative of a health insurance company</span>.
</div><div>
The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
</div></div><div>
Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [[Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847|dialogue]] rather than debate.
</div><div>
To encourage the dialogue a list of questions has been prepared (see step 5).
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming groups
|Instruction Step Text=Participants are divided into groups of 6 or fewer, with each participant in each group assigned one of the following roles: <div>
*'''<span lang="EN-US">Healthcare professional (physician)</span>'''
*'''<span lang="EN-US">Representative of “HealthAI”</span>'''
*'''Patient rights advocacy'''
*'''Medical ethicist'''
*'''Representative of human resources of the hospital'''
*'''Representative of a health insurance company'''
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Case presentation
|Instruction Step Text=The case is presented to the group. It is helpful to distribute the case to participants in printed or digital format, allowing them to access it during group work. Please find the case below:

''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).''

''The executive board has asked to gather a group of experts from different perspectives to look at this situation and to provide them with advice. These experts are invited to have a dialogue and to learn more from each other’s perspectives.''
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogue and shared reflection
|Instruction Step Text=Participants are invited to engage in a conversation about the presented case. Playing the role of experts, they are invited to have a dialogue and learn from each other's perspectives. The aim is to formulate advice for the executive board. The following questions can support reflection and stimulate dialogue. These are questions that each expert might ask from their own specific perspective: <div>
<div>
'''Healthcare professional'''

*How will HealthAI affect your day-to-day work?
</div><div>
*<span lang="EN-US">How will HealthAI affect your relationship with the patient?</span>
</div><div>
*<span lang="EN-US">Do you have concerns about informed consent? According to HealthAI, all patient data will be used for this AI system.</span>
</div><div>
*Are there any conditions / what is needed to implement Health AI? ''' '''
'''<span lang="EN-US">Representative of HealthAI</span>'''
</div><div>
*<span lang="EN-US">Who takes care of responsibilities when errors have been made?</span>
</div><div>
*A comment to bring to the table: The system prevents a lot of human errors.
'''Representative of patient rights advocacy'''
</div><div>
*<span lang="EN-US">How to ensure that patients have a good understanding of how HealthAI will handle their data?</span>
</div><div>
*<span lang="EN-US">May patients refuse or give preference to another treatment suggested by HealthAI?</span>
</div><div>
*<span lang="EN-US">Can data security be fully guaranteed?</span>
'''Medical ethicist'''
</div><div>
*<span lang="EN-US">From early experience with AI systems, we have seen that the AI system can hallucinate and that biases (e.g. against certain patient groups) can be built into the algorithm. To what extent are these assumptions corrected in the system or by a healthcare professional?</span>
</div><div>
*<span lang="EN-US">What ethical dilemmas or concerns could you foresee? How can we deal with them?</span>
'''<span lang="EN-US">Representative of Human Resources of the hospital</span>'''
</div><div>
*<span lang="EN-US">What kind of expertise do we need to have in our hospital to successfully implement HealthAI? Do we need to recruit new employees, or what training should be organized by whom?</span>
</div><div>
*What kind of impact may it have on the reputation of the hospital?
'''Representative of a health insurance company'''
</div><div>
*<span lang="EN-US">How will this affect health insurance? Should we offer different types of insurance?</span>
</div><div>
*<span lang="EN-US">If a cheaper and perhaps better AI system for health care becomes available outside our nation, can we recommend it and put it into practice?</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming advice and reporting to plenary
|Instruction Step Text=Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection
|Instruction Step Text=The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.

To stimulate reflection teachers can ask the following question [https://classroom.eneri.eu/node/285 (from the irecs modules]) :

"''Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?''"

Teachers can invite students to reflect on the following key concepts (also presented in more detail in the irecs modules):

-Privacy;

-Accuracy;

-Ownership and control;

-Data sharing and interoperability.

For more information see [https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]
}}
{{Instruction Step Trainee
|Instruction Step Title=Take home message
|Instruction Step Text=Participants are supported in formulating a take-home message from the session. The teacher asks the participants to reflect on how their take home message will influence their practice.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:1d832939-90e0-4879-a557-e60627c0555e

2025-01-30T12:31:03Z

0000-0002-0367-4612:

{{Instruction
|Title=AI in Healthcare: role play
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Instruction Goal=This module presents a training activity which can be done with pariticipants to reflect on AI in Healthcare.
|Has Requirements=Participants should prepare using the [https://classroom.eneri.eu/node/377 IRECS modules on AI.]
|Has Duration=2
|Has Participants=6 - 30
|Important For=Bachelor students; Master students
|Has Method=Blended learning; Role Play
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity has been designed to support participants in reflecting and learning about AI in healthcare. Before participating in this exercise participants are asked to follow the online [https://classroom.eneri.eu/node/377 modules developed by IRECS] on this topic.

By taking part in this activity participants work towards the following learning goals and become:

<div>
*<span lang="EN-US">knowledgeable on relevant literature, developments and regulations with regards to the topic addressed  </span>
</div><div>
*<span lang="EN-US">able to indicate what ethical issues are pressing regarding research concerning AI in healthcare contexts</span>
</div><div>
*<span lang="EN-US">able to apply relevant ethical concerns on a case  </span>
</div><div>
*aware how the learning materials are relevant for their professional practice
</div>In this activity, students assume the roles of an expert group, tasked with reviewing and developing comprehensive advice for a complex case involving the use of AI in healthcare.
}}
{{Instruction Step Trainee
|Instruction Step Title=Preparation
|Instruction Step Text=<div>
<span lang="EN-US">Before participating in this activity participants prepare themselves by completing (one of) the e-modules:</span>

</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/236 AI In Healthcare: Technology Basics]</span>
</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]</span>
</div><div>
*[https://classroom.eneri.eu/node/401 Case studies: AI in Healthcare]
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the exericse
|Instruction Step Text=<div>
During the session, participants analyse a case using role play. In subgroups (up to 6 participants in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician); R<span lang="EN-US">epresentative of “HealthAI”;</span> <span lang="EN-US">Patient rights advocacy</span>; <span lang="EN-US">Medical ethicist;</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">;</span> <span lang="EN-US">Representative of a health insurance company</span>.
</div><div>
The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
</div></div><div>
Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [[Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847|dialogue]] rather than debate.
</div><div>
To encourage the dialogue a list of questions has been prepared (see step 5).
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming groups
|Instruction Step Text=Participants are divided into groups of 6 or fewer, with each participant in each group assigned one of the following roles: <div>
*'''<span lang="EN-US">Healthcare professional (physician)</span>'''
*'''<span lang="EN-US">Representative of “HealthAI”</span>'''
*'''Patient rights advocacy'''
*'''Medical ethicist'''
*'''Representative of human resources of the hospital'''
*'''Representative of a health insurance company'''
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Case presentation
|Instruction Step Text=The case is presented to the group. It is helpful to distribute the case to participants in printed or digital format, allowing them to access it during group work. Please find the case below:

''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).''
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogue and shared reflection
|Instruction Step Text=Participants are invited to engage in a conversation about the presented case. Playing the role of experts, they are invited to have a dialogue and learn from each other's perspectives. The aim is to formulate advice for the executive board. The following questions can support reflection and stimulate dialogue. These are questions that each expert might ask from their own specific perspective: <div>
<div>
'''Healthcare professional'''

*How will AI affect your day-to-day work?
</div><div>
*<span lang="EN-US">How will HealthAI affect your relationship with the patient?</span>
</div><div>
*<span lang="EN-US">Do you have concerns about informed consent? According to HealthAI, all patient data will be used for this AI system.</span>
</div><div>
*Are there any conditions / what is needed to implement Health AI? ''' '''
'''<span lang="EN-US">Representative of HealthAI</span>'''
</div><div>
*<span lang="EN-US">Who takes care of responsibilities when errors have been made?</span>
</div><div>
*A comment to bring to the table: The system prevents a lot of human errors.
'''Representative of patient rights advocacy'''
</div><div>
*<span lang="EN-US">How to ensure that patients have a good understanding of how HealthAI will handle their data?</span>
</div><div>
*<span lang="EN-US">May patients refuse or give preference to another treatment suggested by HealthAI?</span>
</div><div>
*<span lang="EN-US">Can data security be fully guaranteed?</span>
'''Medical ethicist'''
</div><div>
*<span lang="EN-US">From early experience with AI systems, we have seen that the AI system can hallucinate and that biases (e.g. against certain patient groups) can be built into the algorithm. To what extent are these assumptions corrected in the system or by a healthcare professional?</span>
</div><div>
*<span lang="EN-US">What ethical dilemmas or concerns could you foresee? How can we deal with them</span>
'''<span lang="EN-US">Representative of Human Resources of the hospital</span>'''
</div><div>
*<span lang="EN-US">What kind of expertise do we need to have in our hospital to successfully implement HealthAI? Do we need to recruit new employees, or what training should be organized by whom?</span>
</div><div>
*What kind of impact may it have on the reputation of the hospital?
'''Representative of a health insurance company'''
</div><div>
*<span lang="EN-US">How will this affect health insurance? Should we offer different types of insurance?</span>
</div><div>
*<span lang="EN-US">If a cheaper and perhaps better AI system for health care becomes available outside our nation, can we recommend it and put it into practice?</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming advice and reporting to plenary
|Instruction Step Text=Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection
|Instruction Step Text=The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.

One of the questions [https://classroom.eneri.eu/node/285 from the irecs modules] can be used: "Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?"

Key concepts about this topic are: Privacy, Accuracy, Ownership and control, Data sharing and interoperability. For more information see [https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues].
}}
{{Instruction Step Trainee
|Instruction Step Title=Take home message
|Instruction Step Text=Participants are supported in formulating a take-home message from the session. The teacher asks the participants to reflect on how their take home message will influence their practice.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:1d832939-90e0-4879-a557-e60627c0555e

2025-01-30T11:52:58Z

0000-0002-0367-4612:

{{Instruction
|Title=AI in Healthcare: role play
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Instruction Goal=This module presents a training activity which can be done with students to reflect on AI in Healthcare.
|Has Requirements=Participants should prepare using the [https://classroom.eneri.eu/node/377 IRECS modules on AI.]
|Has Duration=2
|Has Participants=6 - 30
|Important For=Bachelor students; Master students
|Has Method=Blended learning; Role Play
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity has been designed to support participants in reflecting and learning about AI in healthcare. Before participating in this exercise participants are asked to follow the online [https://classroom.eneri.eu/node/377 modules developed by IRECS] on this topic.

By taking part in this activity participants work towards the following learning goals and become:

<div>
*<span lang="EN-US">knowledgeable on relevant literature, developments and regulations with regards to the topic addressed  </span>
</div><div>
*<span lang="EN-US">able to indicate what ethical issues are pressing regarding research concerning AI in healthcare contexts</span>
</div><div>
*<span lang="EN-US">able to apply relevant ethical concerns on a case  </span>
</div><div>
*aware how the learning materials are relevant for their professional practice
</div>In this activity, students assume the roles of an expert group, tasked with reviewing and developing comprehensive advice for a complex case involving the use of AI in healthcare.
}}
{{Instruction Step Trainee
|Instruction Step Title=Preparation
|Instruction Step Text=<div>
<span lang="EN-US">Before participating in this activity students prepare themselves by completing (one of) the e-modules:</span>

</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/236 AI In Healthcare: Technology Basics]</span>
</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]</span>
</div><div>
*[https://classroom.eneri.eu/node/401 Case studies: AI in Healthcare]
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the exericse
|Instruction Step Text=<div>
During the session, participants analyse a case using role play. In subgroups (up to 6 participants in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician); R<span lang="EN-US">epresentative of “HealthAI”;</span> <span lang="EN-US">Patient rights advocacy</span>; <span lang="EN-US">Medical ethicist;</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">;</span> <span lang="EN-US">Representative of a health insurance company</span>.
</div><div>
The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
</div></div><div>
Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [[Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847|dialogue]] rather than debate.
</div><div>
To encourage the dialogue a list of questions has been prepared (see step 5).
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming groups
|Instruction Step Text=Participants are divided into groups of 6 or fewer, with each participant in each group assigned one of the following roles: <div>
*'''<span lang="EN-US">Healthcare professional (physician)</span>'''
*'''<span lang="EN-US">Representative of “HealthAI”</span>'''
*'''Patient rights advocacy'''
*'''Medical ethicist'''
*'''Representative of human resources of the hospital'''
*'''Representative of a health insurance company'''
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Case presentation
|Instruction Step Text=The case is presented to the group. It is helpful to distribute the case to participants in printed or digital format, allowing them to access it during group work. Please find the case below:

''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).''
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogue and shared reflection
|Instruction Step Text=Participants are invited to engage in a conversation about the presented case. Playing the role of experts, they are invited to have a dialogue and learn from each other's perspectives. The aim is to formulate advice for the executive board. The following questions can support reflection and stimulate dialogue. These are questions that each expert might ask from their own specific perspective: <div>
<div>
'''Healthcare professional'''

*How will AI affect your day-to-day work?
</div><div>
*<span lang="EN-US">How will HealthAI affect your relationship with the patient?</span>
</div><div>
*<span lang="EN-US">Do you have concerns about informed consent? According to HealthAI, all patient data will be used for this AI system.</span>
</div><div>
*Are there any conditions / what is needed to implement Health AI? ''' '''
'''<span lang="EN-US">Representative of HealthAI</span>'''
</div><div>
*<span lang="EN-US">Who takes care of responsibilities when errors have been made?</span>
</div><div>
*A comment to bring to the table: The system prevents a lot of human errors.
'''Representative of patient rights advocacy'''
</div><div>
*<span lang="EN-US">How to ensure that patients have a good understanding of how HealthAI will handle their data?</span>
</div><div>
*<span lang="EN-US">May patients refuse or give preference to another treatment suggested by HealthAI?</span>
</div><div>
*<span lang="EN-US">Can data security be fully guaranteed?</span>
'''Medical ethicist'''
</div><div>
*<span lang="EN-US">From early experience with AI systems, we have seen that the AI system can hallucinate and that biases (e.g. against certain patient groups) can be built into the algorithm. To what extent are these assumptions corrected in the system or by a healthcare professional?</span>
</div><div>
*<span lang="EN-US">What ethical dilemmas or concerns could you foresee? How can we deal with them</span>
'''<span lang="EN-US">Representative of Human Resources of the hospital</span>'''
</div><div>
*<span lang="EN-US">What kind of expertise do we need to have in our hospital to successfully implement HealthAI? Do we need to recruit new employees, or what training should be organized by whom?</span>
</div><div>
*What kind of impact may it have on the reputation of the hospital?
'''Representative of a health insurance company'''
</div><div>
*<span lang="EN-US">How will this affect health insurance? Should we offer different types of insurance?</span>
</div><div>
*<span lang="EN-US">If a cheaper and perhaps better AI system for health care becomes available outside our nation, can we recommend it and put it into practice?</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming advice and reporting to plenary
|Instruction Step Text=Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection
|Instruction Step Text=The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.

One of the questions [https://classroom.eneri.eu/node/285 from the irecs modules] can be used: "Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?"

Key concepts about this topic are: Privacy, Accuracy, Ownership and control, Data sharing and interoperability. For more information see [https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues].
}}
{{Instruction Step Trainee
|Instruction Step Title=Take home message
|Instruction Step Text=Participants are supported in formulating a take-home message from the session. The teacher asks the participants to reflect on how their take home message will influence their practice.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:1d832939-90e0-4879-a557-e60627c0555e

2025-01-30T11:52:13Z

0000-0002-0367-4612:

{{Instruction
|Title=AI in Healthcare: role play
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Instruction Goal=This module presents a training activity which can be done with students to reflect on AI in Healthcare.
|Has Requirements=Participants should prepare using the [https://classroom.eneri.eu/node/377 IRECS modules on AI.]
|Has Duration=2
|Has Participants=6 - 30
|Important For=Bachelor students; Master students
|Has Method=Blended learning; Role Play
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity has been designed to support participants in reflecting and learning about AI in healthcare. Before participating in this exercise participants are asked to follow the online [https://classroom.eneri.eu/node/377 modules developed by IRECS] on this topic.

By taking part in this activity participants work towards the following learning goals and become:

<div>
*<span lang="EN-US">knowledgeable on relevant literature, developments and regulations with regards to the topic addressed  </span>
</div><div>
*<span lang="EN-US">able to indicate what ethical issues are pressing regarding research concerning AI in healthcare contexts</span>
</div><div>
*<span lang="EN-US">able to apply relevant ethical concerns on a case  </span>
</div><div>
*aware how the learning materials are relevant for their professional practice
</div>In this activity, students assume the roles of an expert group, tasked with reviewing and developing comprehensive advice for a complex case involving the use of AI in healthcare.
}}
{{Instruction Step Trainee
|Instruction Step Title=Preparation
|Instruction Step Text=<div>
<span lang="EN-US">Before participating in this activity students prepare themselves by completing (one of) the e-modules:</span>

</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/236 AI In Healthcare: Technology Basics]</span>
</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]</span>
</div><div>
*[https://classroom.eneri.eu/node/401 Case studies: AI in Healthcare]
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the exericse
|Instruction Step Text=<div>
During the session, participants analyse a case using role play. In subgroups (up to 6 participants in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician); R<span lang="EN-US">epresentative of “HealthAI”;</span> <span lang="EN-US">Patient rights advocacy</span>; <span lang="EN-US">Medical ethicist;</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">;</span> <span lang="EN-US">Representative of a health insurance company</span>.
</div><div>
The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
</div></div><div>
Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [[Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847|dialogue]] rather than debate.
</div><div>
To encourage the dialogue a list of questions has been prepared (see step 5).
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming groups
|Instruction Step Text=Participants are divided into groups of 6 or fewer, with each participant in each group assigned one of the following roles: <div>
*'''<span lang="EN-US">Healthcare professional (physician)</span>'''
*'''<span lang="EN-US">Representative of “HealthAI”</span>'''
*'''Patient rights advocacy'''
*'''Medical ethicist'''
*'''Representative of human resources of the hospital'''
*'''Representative of a health insurance company'''
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Case presentation
|Instruction Step Text=The case is presented to the group. It is helpful to distribute the case to participants in printed or digital format, allowing them to access it during group work. Please find the case below:

''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).''
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogue and shared reflection
|Instruction Step Text=Participants are invited to engage in a conversation about the presented case. Playing the role of experts, they are invited to have a dialogue and learn from each other's perspectives. The aim is to formulate advice for the executive board. The following questions can support reflection and stimulate dialogue. These are questions that each expert might ask from their own specific perspective: <div>
<div>
'''Healthcare professional'''

*How will AI affect your day-to-day work?
</div><div>
*<span lang="EN-US">How will HealthAI affect your relationship with the patient?</span>
</div><div>
*<span lang="EN-US">Do you have concerns about informed consent? According to HealthAI, all patient data will be used for this AI system.</span>
</div><div>
*Are there any conditions / what is needed to implement Health AI? ''' '''
'''<span lang="EN-US">Representative of HealthAI</span>'''
</div><div>
*<span lang="EN-US">Who takes care of responsibilities when errors have been made?</span>
</div><div>
*A comment to bring to the table: The system prevents a lot of human errors.
'''Representative of patient rights advocacy'''
</div><div>
*<span lang="EN-US">How to ensure that patients have a good understanding of how HealthAI will handle their data?</span>
</div><div>
*<span lang="EN-US">May patients refuse or give preference to another treatment suggested by HealthAI?</span>
</div><div>
*<span lang="EN-US">Can data security be fully guaranteed?</span>
'''Medical ethicist'''
</div><div>
*<span lang="EN-US">From early experience with AI systems, we have seen that the AI system can hallucinate and that biases (e.g. against certain patient groups) can be built into the algorithm. To what extent are these assumptions corrected in the system or by a healthcare professional?</span>
</div><div>
*<span lang="EN-US">What ethical dilemmas or concerns could you foresee? How can we deal with them</span>
'''<span lang="EN-US">Representative of Human Resources of the hospital</span>'''
</div><div>
*<span lang="EN-US">What kind of expertise do we need to have in our hospital to successfully implement HealthAI? Do we need to recruit new employees, or what training should be organized by whom?</span>
</div><div>
*What kind of impact may it have on the reputation of the hospital?
'''Representative of a health insurance company'''
</div><div>
*<span lang="EN-US">How will this affect health insurance? Should we offer different types of insurance?</span>
</div><div>
*<span lang="EN-US">If a cheaper and perhaps better AI system for health care becomes available outside our nation, can we recommend it and put it into practice?</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming advice and reporting to plenary
|Instruction Step Text=Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection
|Instruction Step Text=The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.

One of the questions [https://classroom.eneri.eu/node/285 from the irecs modules] can be used: "Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?"

Key concepts about this topic are: Privacy, Accuracy, Ownership and control, Data sharing and interoperability. For more information see the irecs module [https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues].
}}
{{Instruction Step Trainee
|Instruction Step Title=Take home message
|Instruction Step Text=Participants are supported in formulating a take-home message from the session. The teacher asks the participants to reflect on how their take home message will influence their practice.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:1d832939-90e0-4879-a557-e60627c0555e

2025-01-30T11:51:08Z

0000-0002-0367-4612:

{{Instruction
|Title=AI in Healthcare: role play
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Instruction Goal=This module presents a training activity which can be done with students to reflect on AI in Healthcare.
|Has Requirements=Participants should prepare using the [https://classroom.eneri.eu/node/377 IRECS modules on AI.]
|Has Duration=2
|Has Participants=6 - 30
|Important For=Bachelor students; Master students
|Has Method=Blended learning; Role Play
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity has been designed to support participants in reflecting and learning about AI in healthcare. Before participating in this exercise participants are asked to follow the online [https://classroom.eneri.eu/node/377 modules developed by IRECS] on this topic.

By taking part in this activity participants work towards the following learning goals and become:

<div>
*<span lang="EN-US">knowledgeable on relevant literature, developments and regulations with regards to the topic addressed  </span>
</div><div>
*<span lang="EN-US">able to indicate what ethical issues are pressing regarding research concerning AI in healthcare contexts</span>
</div><div>
*<span lang="EN-US">able to apply relevant ethical concerns on a case  </span>
</div><div>
*aware how the learning materials are relevant for their professional practice
</div>In this activity, students assume the roles of an expert group, tasked with reviewing and developing comprehensive advice for a complex case involving the use of AI in healthcare.
}}
{{Instruction Step Trainee
|Instruction Step Title=Preparation
|Instruction Step Text=<div>
<span lang="EN-US">Before participating in this activity students prepare themselves by completing (one of) the e-modules:</span>

</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/236 AI In Healthcare: Technology Basics]</span>
</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]</span>
</div><div>
*[https://classroom.eneri.eu/node/401 Case studies: AI in Healthcare]
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the exericse
|Instruction Step Text=<div>
During the session, participants analyse a case using role play. In subgroups (up to 6 participants in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician); R<span lang="EN-US">epresentative of “HealthAI”;</span> <span lang="EN-US">Patient rights advocacy</span>; <span lang="EN-US">Medical ethicist;</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">;</span> <span lang="EN-US">Representative of a health insurance company</span>.
</div><div>
The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
</div></div><div>
Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [[Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847|dialogue]] rather than debate.
</div><div>
To encourage the dialogue a list of questions has been prepared (see step 5).
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming groups
|Instruction Step Text=Participants are divided into groups of 6 or fewer, with each participant in each group assigned one of the following roles: <div>
*'''<span lang="EN-US">Healthcare professional (physician)</span>'''
*'''<span lang="EN-US">Representative of “HealthAI”</span>'''
*'''Patient rights advocacy'''
*'''Medical ethicist'''
*'''Representative of human resources of the hospital'''
*'''Representative of a health insurance company'''
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Case presentation
|Instruction Step Text=The case is presented to the group. It is helpful to distribute the case to participants in printed or digital format, allowing them to access it during group work. Please find the case below:

''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).''
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogue and shared reflection
|Instruction Step Text=Participants are invited to engage in a conversation about the presented case. Playing the role of experts, they are invited to have a dialogue and learn from each other's perspectives. The aim is to formulate advice for the executive board. The following questions can support reflection and stimulate dialogue. These are questions that each expert might ask from their own specific perspective: <div>
<div>
'''Healthcare professional'''

*How will AI affect your day-to-day work?
</div><div>
*<span lang="EN-US">How will HealthAI affect your relationship with the patient?</span>
</div><div>
*<span lang="EN-US">Do you have concerns about informed consent? According to HealthAI, all patient data will be used for this AI system.</span>
</div><div>
*Are there any conditions / what is needed to implement Health AI? ''' '''
'''<span lang="EN-US">Representative of HealthAI</span>'''
</div><div>
*<span lang="EN-US">Who takes care of responsibilities when errors have been made?</span>
</div><div>
*A comment to bring to the table: The system prevents a lot of human errors.
'''Representative of patient rights advocacy'''
</div><div>
*<span lang="EN-US">How to ensure that patients have a good understanding of how HealthAI will handle their data?</span>
</div><div>
*<span lang="EN-US">May patients refuse or give preference to another treatment suggested by HealthAI?</span>
</div><div>
*<span lang="EN-US">Can data security be fully guaranteed?</span>
'''Medical ethicist'''
</div><div>
*<span lang="EN-US">From early experience with AI systems, we have seen that the AI system can hallucinate and that biases (e.g. against certain patient groups) can be built into the algorithm. To what extent are these assumptions corrected in the system or by a healthcare professional?</span>
</div><div>
*<span lang="EN-US">What ethical dilemmas or concerns could you foresee? How can we deal with them</span>
'''<span lang="EN-US">Representative of Human Resources of the hospital</span>'''
</div><div>
*<span lang="EN-US">What kind of expertise do we need to have in our hospital to successfully implement HealthAI? Do we need to recruit new employees, or what training should be organized by whom?</span>
</div><div>
*What kind of impact may it have on the reputation of the hospital?
'''Representative of a health insurance company'''
</div><div>
*<span lang="EN-US">How will this affect health insurance? Should we offer different types of insurance?</span>
</div><div>
*<span lang="EN-US">If a cheaper and perhaps better AI system for health care becomes available outside our nation, can we recommend it and put it into practice?</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming advice and reporting to plenary
|Instruction Step Text=Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection
|Instruction Step Text=The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.

One of the questions [https://classroom.eneri.eu/node/285 from the irecs modules] can be used: "Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?"

Key concepts about this topic are: Privacy, Accuracy, Ownership and control, Data sharing and interoperability (see the irecs module [https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues])
}}
{{Instruction Step Trainee
|Instruction Step Title=Take home message
|Instruction Step Text=Participants are supported in formulating a take-home message from the session. The teacher asks the participants to reflect on how their take home message will influence their practice.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:1d832939-90e0-4879-a557-e60627c0555e

2025-01-30T11:49:29Z

0000-0002-0367-4612:

{{Instruction
|Title=AI in Healthcare: role play
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Instruction Goal=This module presents a training activity which can be done with students to reflect on AI in Healthcare.
|Has Requirements=Participants should prepare using the [https://classroom.eneri.eu/node/377 IRECS modules on AI.]
|Has Duration=2
|Has Participants=6 - 30
|Important For=Bachelor students; Master students
|Has Method=Blended learning; Role Play
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity has been designed to support participants in reflecting and learning about AI in healthcare. Before participating in this exercise participants are asked to follow the online [https://classroom.eneri.eu/node/377 modules developed by IRECS] on this topic.

By taking part in this activity participants work towards the following learning goals and become:

<div>
*<span lang="EN-US">knowledgeable on relevant literature, developments and regulations with regards to the topic addressed  </span>
</div><div>
*<span lang="EN-US">able to indicate what ethical issues are pressing regarding research concerning AI in healthcare contexts</span>
</div><div>
*<span lang="EN-US">able to apply relevant ethical concerns on a case  </span>
</div><div>
*aware how the learning materials are relevant for their professional practice
</div>In this activity, students assume the roles of an expert group, tasked with reviewing and developing comprehensive advice for a complex case involving the use of AI in healthcare.
}}
{{Instruction Step Trainee
|Instruction Step Title=Preparation
|Instruction Step Text=<div>
<span lang="EN-US">Before participating in this activity students prepare themselves by completing (one of) the e-modules:</span>

</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/236 AI In Healthcare: Technology Basics]</span>
</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]</span>
</div><div>
*[https://classroom.eneri.eu/node/401 Case studies: AI in Healthcare]
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the exericse
|Instruction Step Text=<div>
During the session, participants analyse a case using role play. In subgroups (up to 6 participants in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician); R<span lang="EN-US">epresentative of “HealthAI”;</span> <span lang="EN-US">Patient rights advocacy</span>; <span lang="EN-US">Medical ethicist;</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">;</span> <span lang="EN-US">Representative of a health insurance company</span>.
</div><div>
The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
</div></div><div>
Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [[Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847|dialogue]] rather than debate.
</div><div>
To encourage the dialogue a list of questions has been prepared (see step 5).
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming groups
|Instruction Step Text=Participants are divided into groups of 6 or fewer, with each participant in each group assigned one of the following roles: <div>
*'''<span lang="EN-US">Healthcare professional (physician)</span>'''
*'''<span lang="EN-US">Representative of “HealthAI”</span>'''
*'''Patient rights advocacy'''
*'''Medical ethicist'''
*'''Representative of human resources of the hospital'''
*'''Representative of a health insurance company'''
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Case presentation
|Instruction Step Text=The case is presented to the group. It is helpful to distribute the case to participants in printed or digital format, allowing them to access it during group work. Please find the case below:

''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).''
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogue and shared reflection
|Instruction Step Text=Participants are invited to engage in a conversation about the presented case. Playing the role of experts, they are invited to have a dialogue and learn from each other's perspectives. The aim is to formulate advice for the executive board. The following questions can support reflection and stimulate dialogue. These are questions that each expert might ask from their own specific perspective: <div>
<div>
'''Healthcare professional'''

*How will AI affect your day-to-day work?
</div><div>
*<span lang="EN-US">How will HealthAI affect your relationship with the patient?</span>
</div><div>
*<span lang="EN-US">Do you have concerns about informed consent? According to HealthAI, all patient data will be used for this AI system.</span>
</div><div>
*Are there any conditions / what is needed to implement Health AI? ''' '''
'''<span lang="EN-US">Representative of HealthAI</span>'''
</div><div>
*<span lang="EN-US">Who takes care of responsibilities when errors have been made?</span>
</div><div>
*A comment to bring to the table: The system prevents a lot of human errors.
'''Representative of patient rights advocacy'''
</div><div>
*<span lang="EN-US">How to ensure that patients have a good understanding of how HealthAI will handle their data?</span>
</div><div>
*<span lang="EN-US">May patients refuse or give preference to another treatment suggested by HealthAI?</span>
</div><div>
*<span lang="EN-US">Can data security be fully guaranteed?</span>
'''Medical ethicist'''
</div><div>
*<span lang="EN-US">From early experience with AI systems, we have seen that the AI system can hallucinate and that biases (e.g. against certain patient groups) can be built into the algorithm. To what extent are these assumptions corrected in the system or by a healthcare professional?</span>
</div><div>
*<span lang="EN-US">What ethical dilemmas or concerns could you foresee? How can we deal with them</span>
'''<span lang="EN-US">Representative of Human Resources of the hospital</span>'''
</div><div>
*<span lang="EN-US">What kind of expertise do we need to have in our hospital to successfully implement HealthAI? Do we need to recruit new employees, or what training should be organized by whom?</span>
</div><div>
*What kind of impact may it have on the reputation of the hospital?
'''Representative of a health insurance company'''
</div><div>
*<span lang="EN-US">How will this affect health insurance? Should we offer different types of insurance?</span>
</div><div>
*<span lang="EN-US">If a cheaper and perhaps better AI system for health care becomes available outside our nation, can we recommend it and put it into practice?</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming advice and reporting to plenary
|Instruction Step Text=Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection
|Instruction Step Text=The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.

One of the questions [https://classroom.eneri.eu/node/285 from the irecs modules] can be used: "Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?"

Key concepts about this topic are: Privacy, Accuracy, Ownership and control, Data sharing and interoperability (see the [https://classroom.eneri.eu/node/243 irecs modules] on AI in Healthcare)
}}
{{Instruction Step Trainee
|Instruction Step Title=Take home message
|Instruction Step Text=Participants are supported in formulating a take-home message from the session. The teacher asks the participants to reflect on how their take home message will influence their practice.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:1d832939-90e0-4879-a557-e60627c0555e

2025-01-30T11:48:11Z

0000-0002-0367-4612:

{{Instruction
|Title=AI in Healthcare: role play
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Instruction Goal=This module presents a training activity which can be done with students to reflect on AI in Healthcare.
|Has Requirements=Participants should prepare using the [https://classroom.eneri.eu/node/377 IRECS modules on AI.]
|Has Duration=2
|Has Participants=6 - 30
|Important For=Bachelor students; Master students
|Has Method=Blended learning; Role Play
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity has been designed to support participants in reflecting and learning about AI in healthcare. Before participating in this exercise participants are asked to follow the online [https://classroom.eneri.eu/node/377 modules developed by IRECS] on this topic.

By taking part in this activity participants work towards the following learning goals and become:

<div>
*<span lang="EN-US">knowledgeable on relevant literature, developments and regulations with regards to the topic addressed  </span>
</div><div>
*<span lang="EN-US">able to indicate what ethical issues are pressing regarding research concerning AI in healthcare contexts</span>
</div><div>
*<span lang="EN-US">able to apply relevant ethical concerns on a case  </span>
</div><div>
*aware how the learning materials are relevant for their professional practice
</div>In this activity, students assume the roles of an expert group, tasked with reviewing and developing comprehensive advice for a complex case involving the use of AI in healthcare.
}}
{{Instruction Step Trainee
|Instruction Step Title=Preparation
|Instruction Step Text=<div>
<span lang="EN-US">Before participating in this activity students prepare themselves by completing (one of) the e-modules:</span>

</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/236 AI In Healthcare: Technology Basics]</span>
</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]</span>
</div><div>
*[https://classroom.eneri.eu/node/401 Case studies: AI in Healthcare]
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the exericse
|Instruction Step Text=<div>
During the session, participants analyse a case using role play. In subgroups (up to 6 participants in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician); R<span lang="EN-US">epresentative of “HealthAI”;</span> <span lang="EN-US">Patient rights advocacy</span>; <span lang="EN-US">Medical ethicist;</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">;</span> <span lang="EN-US">Representative of a health insurance company</span>.
</div><div>
The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
</div></div><div>
Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [[Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847|dialogue]] rather than debate.
</div><div>
To encourage the dialogue a list of questions has been prepared (see step 5).
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming groups
|Instruction Step Text=Participants are divided into groups of 6 or fewer, with each participant in each group assigned one of the following roles: <div>
*'''<span lang="EN-US">Healthcare professional (physician)</span>'''
*'''<span lang="EN-US">Representative of “HealthAI”</span>'''
*'''Patient rights advocacy'''
*'''Medical ethicist'''
*'''Representative of human resources of the hospital'''
*'''Representative of a health insurance company'''
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Case presentation
|Instruction Step Text=The case is presented to the group. It is helpful to distribute the case to participants in printed or digital format, allowing them to access it during group work. Please find the case below:

''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).''
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogue and shared reflection
|Instruction Step Text=Participants are invited to engage in a conversation about the presented case. Playing the role of experts, they are invited to have a dialogue and learn from each other's perspectives. The aim is to formulate advice for the executive board. The following questions can support reflection and stimulate dialogue. These are questions that each expert might ask from their own specific perspective: <div>
<div>
'''Healthcare professional'''

*How will AI affect your day-to-day work?
</div><div>
*<span lang="EN-US">How will HealthAI affect your relationship with the patient?</span>
</div><div>
*<span lang="EN-US">Do you have concerns about informed consent? According to HealthAI, all patient data will be used for this AI system.</span>
</div><div>
*Are there any conditions / what is needed to implement Health AI? ''' '''
'''<span lang="EN-US">Representative of HealthAI</span>'''
</div><div>
*<span lang="EN-US">Who takes care of responsibilities when errors have been made?</span>
</div><div>
*A comment to bring to the table: The system prevents a lot of human errors.
'''Representative of patient rights advocacy'''
</div><div>
*<span lang="EN-US">How to ensure that patients have a good understanding of how HealthAI will handle their data?</span>
</div><div>
*<span lang="EN-US">May patients refuse or give preference to another treatment suggested by HealthAI?</span>
</div><div>
*<span lang="EN-US">Can data security be fully guaranteed?</span>
'''Medical ethicist'''
</div><div>
*<span lang="EN-US">From early experience with AI systems, we have seen that the AI system can hallucinate and that biases (e.g. against certain patient groups) can be built into the algorithm. To what extent are these assumptions corrected in the system or by a healthcare professional?</span>
</div><div>
*<span lang="EN-US">What ethical dilemmas or concerns could you foresee? How can we deal with them</span>
'''<span lang="EN-US">Representative of Human Resources of the hospital</span>'''
</div><div>
*<span lang="EN-US">What kind of expertise do we need to have in our hospital to successfully implement HealthAI? Do we need to recruit new employees, or what training should be organized by whom?</span>
</div><div>
*What kind of impact may it have on the reputation of the hospital?
'''Representative of a health insurance company'''
</div><div>
*<span lang="EN-US">How will this affect health insurance? Should we offer different types of insurance?</span>
</div><div>
*<span lang="EN-US">If a cheaper and perhaps better AI system for health care becomes available outside our nation, can we recommend it and put it into practice?</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming advice and reporting to plenary
|Instruction Step Text=Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection
|Instruction Step Text=The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.

One of the questions [https://classroom.eneri.eu/node/285 from the irecs modules] can be used: "Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?"

Key concepts about this topic are (see the [https://classroom.eneri.eu/node/243 irecs modules]): Privacy, Accuracy, Ownership and control, Data sharing and interoperability .
}}
{{Instruction Step Trainee
|Instruction Step Title=Take home message
|Instruction Step Text=Participants are supported in formulating a take-home message from the session. The teacher asks the participants to reflect on how their take home message will influence their practice.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:1d832939-90e0-4879-a557-e60627c0555e

2025-01-30T11:30:36Z

0000-0002-0367-4612:

{{Instruction
|Title=AI in Healthcare: role play
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Instruction Goal=This module presents a training activity which can be done with students to reflect on AI in Healthcare.
|Has Requirements=Participants should prepare using the [https://classroom.eneri.eu/node/377 IRECS modules on AI.]
|Has Duration=2
|Has Participants=6 - 30
|Important For=Bachelor students; Master students
|Has Method=Blended learning; Role Play
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity has been designed to support participants in reflecting and learning about AI in healthcare. Before participating in this exercise participants are asked to follow the online [https://classroom.eneri.eu/node/377 modules developed by IRECS] on this topic.

By taking part in this activity participants work towards the following learning goals and become:

<div>
*<span lang="EN-US">knowledgeable on relevant literature, developments and regulations with regards to the topic addressed  </span>
</div><div>
*<span lang="EN-US">able to indicate what ethical issues are pressing regarding research concerning AI in healthcare contexts</span>
</div><div>
*<span lang="EN-US">able to apply relevant ethical concerns on a case  </span>
</div><div>
*aware how the learning materials are relevant for their professional practice
</div>In this activity, students assume the roles of an expert group, tasked with reviewing and developing comprehensive advice for a complex case involving the use of AI in healthcare.
}}
{{Instruction Step Trainee
|Instruction Step Title=Preparation
|Instruction Step Text=<div>
<span lang="EN-US">Before participating in this activity students prepare themselves by completing (one of) the e-modules:</span>

</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/236 AI In Healthcare: Technology Basics]</span>
</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]</span>
</div><div>
*[https://classroom.eneri.eu/node/401 Case studies: AI in Healthcare]
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the exericse
|Instruction Step Text=<div>
During the session, participants analyse a case using role play. In subgroups (up to 6 participants in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician); R<span lang="EN-US">epresentative of “HealthAI”;</span> <span lang="EN-US">Patient rights advocacy</span>; <span lang="EN-US">Medical ethicist;</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">;</span> <span lang="EN-US">Representative of a health insurance company</span>.
</div><div>
The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
</div></div><div>
Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [[Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847|dialogue]] rather than debate.
</div><div>
To encourage the dialogue a list of questions has been prepared (see step 5).
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming groups
|Instruction Step Text=Participants are divided into groups of 6 or fewer, with each participant in each group assigned one of the following roles: <div>
*'''<span lang="EN-US">Healthcare professional (physician)</span>'''
*'''<span lang="EN-US">Representative of “HealthAI”</span>'''
*'''Patient rights advocacy'''
*'''Medical ethicist'''
*'''Representative of human resources of the hospital'''
*'''Representative of a health insurance company'''
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Case presentation
|Instruction Step Text=The case is presented to the group. It is helpful to distribute the case to participants in printed or digital format, allowing them to access it during group work. Please find the case below:

''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).''
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogue and shared reflection
|Instruction Step Text=Participants are invited to engage in a conversation about the presented case. Playing the role of experts, they are invited to have a dialogue and learn from each other's perspectives. The aim is to formulate advice for the executive board. The following questions can support reflection and stimulate dialogue. These are questions that each expert might ask from their own specific perspective: <div>
<div>
'''Healthcare professional'''

*How will AI affect your day-to-day work?
</div><div>
*<span lang="EN-US">How will HealthAI affect your relationship with the patient?</span>
</div><div>
*<span lang="EN-US">Do you have concerns about informed consent? According to HealthAI, all patient data will be used for this AI system.</span>
</div><div>
*Are there any conditions / what is needed to implement Health AI? ''' '''
'''<span lang="EN-US">Representative of HealthAI</span>'''
</div><div>
*<span lang="EN-US">Who takes care of responsibilities when errors have been made?</span>
</div><div>
*A comment to bring to the table: The system prevents a lot of human errors.
'''Representative of patient rights advocacy'''
</div><div>
*<span lang="EN-US">How to ensure that patients have a good understanding of how HealthAI will handle their data?</span>
</div><div>
*<span lang="EN-US">May patients refuse or give preference to another treatment suggested by HealthAI?</span>
</div><div>
*<span lang="EN-US">Can data security be fully guaranteed?</span>
'''Medical ethicist'''
</div><div>
*<span lang="EN-US">From early experience with AI systems, we have seen that the AI system can hallucinate and that biases (e.g. against certain patient groups) can be built into the algorithm. To what extent are these assumptions corrected in the system or by a healthcare professional?</span>
</div><div>
*<span lang="EN-US">What ethical dilemmas or concerns could you foresee? How can we deal with them</span>
'''<span lang="EN-US">Representative of Human Resources of the hospital</span>'''
</div><div>
*<span lang="EN-US">What kind of expertise do we need to have in our hospital to successfully implement HealthAI? Do we need to recruit new employees, or what training should be organized by whom?</span>
</div><div>
*What kind of impact may it have on the reputation of the hospital?
'''Representative of a health insurance company'''
</div><div>
*<span lang="EN-US">How will this affect health insurance? Should we offer different types of insurance?</span>
</div><div>
*<span lang="EN-US">If a cheaper and perhaps better AI system for health care becomes available outside our nation, can we recommend it and put it into practice?</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming advice and reporting to plenary
|Instruction Step Text=Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection
|Instruction Step Text=The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.

One of the questions [https://classroom.eneri.eu/node/285 from the irecs modules] can be used: "Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?"

Key concepts about this topic are: Privacy, Accuracy, Ownership and control, Data sharing and interoperability (see the [https://classroom.eneri.eu/node/243 irecs modules]).
}}
{{Instruction Step Trainee
|Instruction Step Title=Take home message
|Instruction Step Text=Participants are supported in formulating a take-home message from the session. The teacher asks the participants to reflect on how their take home message will influence their practice.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:1d832939-90e0-4879-a557-e60627c0555e

2025-01-30T11:06:43Z

0000-0002-0367-4612:

{{Instruction
|Title=AI in Healthcare: role play
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Instruction Goal=This module presents a training activity which can be done with students to reflect on AI in Healthcare.
|Has Requirements=Students should prepare using the [https://classroom.eneri.eu/node/377 IRECS modules on AI.]
|Has Duration=2
|Has Participants=6 - 30
|Important For=Bachelor students; Master students
|Has Method=Blended learning; Role Play
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity has been designed to support students in reflecting and learning about AI in healthcare. Before participating in this exercise students are asked to follow the online [https://classroom.eneri.eu/node/377 modules developed by IRECS] on this topic.

By taking part in this activity students work towards the following learning goals and become:

<div>
*<span lang="EN-US">knowledgeable on relevant literature, developments and regulations with regards to the topic addressed  </span>
</div><div>
*<span lang="EN-US">able to indicate what ethical issues are pressing regarding research concerning AI in healthcare contexts</span>
</div><div>
*<span lang="EN-US">able to apply relevant ethical concerns on a case  </span>
</div><div>
*aware how the learning materials are relevant for their professional practice
</div>In this activity, students assume the roles of an expert group, tasked with reviewing and developing comprehensive advice for a complex case involving the use of AI in healthcare.
}}
{{Instruction Step Trainee
|Instruction Step Title=Preparation
|Instruction Step Text=<div>
<span lang="EN-US">Before participating in this activity students prepare themselves by completing (one of) the e-modules:</span>

</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/236 AI In Healthcare: Technology Basics]</span>
</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]</span>
</div><div>
*[https://classroom.eneri.eu/node/401 Case studies: AI in Healthcare]
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the exericse
|Instruction Step Text=<div>
During the session, students analyse a case using role play. In subgroups (up to 6 students in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician); R<span lang="EN-US">epresentative of “HealthAI”;</span> <span lang="EN-US">Patient rights advocacy</span>; <span lang="EN-US">Medical ethicist;</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">;</span> <span lang="EN-US">Representative of a health insurance company</span>.
</div><div>
The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
</div></div><div>
Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [[Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847|dialogue]] rather than debate.
</div><div>
To encourage the dialogue a list of questions has been prepared (see step 5).
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming groups
|Instruction Step Text=Participants are divided into groups of 6 or fewer, with each participant in each group assigned one of the following roles: <div>
*'''<span lang="EN-US">Healthcare professional (physician)</span>'''
*'''<span lang="EN-US">Representative of “HealthAI”</span>'''
*'''Patient rights advocacy'''
*'''Medical ethicist'''
*'''Representative of human resources of the hospital'''
*'''Representative of a health insurance company'''
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Case presentation
|Instruction Step Text=The case is presented to the group. It is helpful to distribute the case to students in printed or digital format, allowing them to access it during group work. Please find the case below:

''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).''
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogue and shared reflection
|Instruction Step Text=Participants are invited to engage in a conversation about the presented case. Playing the role of experts, they are invited to have a dialogue and learn from each other's perspectives. The aim is to formulate advice for the executive board. The following questions can support reflection and stimulate dialogue. These are questions that each expert might ask from their own specific perspective: <div>
<div>
'''Healthcare professional'''

*How will AI affect your day-to-day work?
</div><div>
*<span lang="EN-US">How will HealthAI affect your relationship with the patient?</span>
</div><div>
*<span lang="EN-US">Do you have concerns about informed consent? According to HealthAI, all patient data will be used for this AI system.</span>
</div><div>
*Are there any conditions / what is needed to implement Health AI? ''' '''
'''<span lang="EN-US">Representative of HealthAI</span>'''
</div><div>
*<span lang="EN-US">Who takes care of responsibilities when errors have been made?</span>
</div><div>
*A comment to bring to the table: The system prevents a lot of human errors.
'''Representative of patient rights advocacy'''
</div><div>
*<span lang="EN-US">How to ensure that patients have a good understanding of how HealthAI will handle their data?</span>
</div><div>
*<span lang="EN-US">May patients refuse or give preference to another treatment suggested by HealthAI?</span>
</div><div>
*<span lang="EN-US">Can data security be fully guaranteed?</span>
'''Medical ethicist'''
</div><div>
*<span lang="EN-US">From early experience with AI systems, we have seen that the AI system can hallucinate and that biases (e.g. against certain patient groups) can be built into the algorithm. To what extent are these assumptions corrected in the system or by a healthcare professional?</span>
</div><div>
*<span lang="EN-US">What ethical dilemmas or concerns could you foresee? How can we deal with them</span>
'''<span lang="EN-US">Representative of Human Resources of the hospital</span>'''
</div><div>
*<span lang="EN-US">What kind of expertise do we need to have in our hospital to successfully implement HealthAI? Do we need to recruit new employees, or what training should be organized by whom?</span>
</div><div>
*What kind of impact may it have on the reputation of the hospital?
'''Representative of a health insurance company'''
</div><div>
*<span lang="EN-US">How will this affect health insurance? Should we offer different types of insurance?</span>
</div><div>
*<span lang="EN-US">If a cheaper and perhaps better AI system for health care becomes available outside our nation, can we recommend it and put it into practice?</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming advice and reporting to plenary
|Instruction Step Text=Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection
|Instruction Step Text=The teacher encourages them to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.

One of the questions [https://classroom.eneri.eu/node/285 from the irecs modules] can be used: "Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?"
}}
{{Instruction Step Trainee
|Instruction Step Title=Take home message
|Instruction Step Text=Participants are supported in formulating a take-home message from the session. The teacher asks the participants to reflect on how their take home message will influence their practice.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:1d832939-90e0-4879-a557-e60627c0555e

2025-01-24T12:36:16Z

0000-0002-0367-4612:

{{Instruction
|Title=AI in Healthcare: role play
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Instruction Goal=This module presents a training activity which can be done with students to reflect on AI in Healthcare.
|Has Requirements=Students should prepare using the [https://classroom.eneri.eu/node/377 IRECS modules on AI.]
|Has Duration=2
|Has Participants=6 - 30
|Important For=Bachelor students; Master students
|Has Method=Blended learning; Role Play
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity has been designed to support students in reflecting and learning about AI in healthcare. Before participating in this exercise students are asked to follow the online [https://classroom.eneri.eu/node/377 modules developed by IRECS] on this topic.

By taking part in this activity students work towards the following learning goals and become:

<div>
*<span lang="EN-US">knowledgeable on relevant literature, developments and regulations with regards to the topic addressed  </span>
</div><div>
*<span lang="EN-US">able to indicate what ethical issues are pressing regarding research concerning AI in healthcare contexts</span>
</div><div>
*<span lang="EN-US">able to apply relevant ethical concerns on a case  </span>
</div><div>
*aware how the learning materials are relevant for their professional practice
</div>This activity guides students to act as an expert group, reviewing and elaborating on advice regarding a complex case involving the use of AI in healthcare.
}}
{{Instruction Step Trainee
|Instruction Step Title=Preparation
|Instruction Step Text=<div>
<span lang="EN-US">Before participating in this activity students prepare themselves by completing (one of) the e-modules:</span>

</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/236 AI In Healthcare: Technology Basics]</span>
</div><div>
*<span lang="EN-US">[https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]</span>
</div><div>
*[https://classroom.eneri.eu/node/401 Case studies: AI in Healthcare]
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the exericse
|Instruction Step Text=<div>
During the session, students analyse a case using role play. In subgroups (up to 6 students in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician); R<span lang="EN-US">epresentative of “HealthAI”;</span> <span lang="EN-US">Patient rights advocacy</span>; <span lang="EN-US">Medical ethicist;</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">;</span> <span lang="EN-US">Representative of a health insurance company</span>.
</div><div>
The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
</div></div><div>
Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [[Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847|dialogue]] rather than debate.
</div><div>
To encourage the dialogue a list of questions has been prepared (see step 5).
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming groups
|Instruction Step Text=Participants are divided into groups of 6 or fewer, with each participant in each group assigned one of the following roles: <div>
* '''<span lang="EN-US">Healthcare professional (physician)</span>'''
* '''<span lang="EN-US">Representative of “HealthAI”</span>'''
* '''Patient rights advocacy'''
* '''Medical ethicist'''
* '''Representative of human resources of the hospital'''
* '''Representative of a health insurance company'''
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Case presentation
|Instruction Step Text=The case is presented to the group. It is helpful to distribute the case to students in printed or digital format, allowing them to access it during group work. Please find the case below:

''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).''
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogue and shared reflection
|Instruction Step Text=Participants are invited to engage in a conversation about the presented case. Playing the role of experts, they are invited to have a dialogue and learn from each other's perspectives. The aim is to formulate advice for the executive board. The following questions can support reflection and stimulate dialogue. These are questions that each expert might ask from their own specific perspective:

'''Healthcare professional''' <div><div>
*<span lang="EN-US">How will HealthAI affect your day-to-day work?</span>
</div><div>
*<span lang="EN-US">How will HealthAI affect your relationship with the patient?</span>
</div><div>
*<span lang="EN-US">Do you have concerns about informed consent? According to HealthAI, all patient data will be used for this AI system.</span>
</div><div>
*Are there any conditions / what is needed to implement Health AI? ''' '''
'''<span lang="EN-US">Representative of HealthAI</span>'''
</div><div>
*<span lang="EN-US">Who takes care of responsibilities when errors have been made?</span>
</div><div>
*A comment to bring to the table: The system prevents a lot of human errors.
'''Representative of patient rights advocacy'''
</div><div>
*<span lang="EN-US">How to ensure that patients have a good understanding of how HealthAI will handle their data?</span>
</div><div>
*<span lang="EN-US">May patients refuse or give preference to another treatment suggested by HealthAI?</span>
</div><div>
*<span lang="EN-US">Can data security be fully guaranteed?</span>
'''Medical ethicist'''
</div><div>
*<span lang="EN-US">From early experience with AI systems, we have seen that the AI system can hallucinate and that biases (e.g. against certain patient groups) can be built into the algorithm. To what extent are these assumptions corrected in the system or by a healthcare professional?</span>
</div><div>
*<span lang="EN-US">What ethical dilemmas or concerns could you foresee? How can we deal with them</span>
'''<span lang="EN-US">Representative of Human Resources of the hospital</span>'''
</div><div>
*<span lang="EN-US">What kind of expertise do we need to have in our hospital to successfully implement HealthAI? Do we need to recruit new employees, or what training should be organized by whom?</span>
</div><div>
*What kind of impact may it have on the reputation of the hospital?
'''Representative of a health insurance company'''
</div><div>
*<span lang="EN-US">How will this affect health insurance? Should we offer different types of insurance?</span>
</div><div>
*<span lang="EN-US">If a cheaper and perhaps better AI system for health care becomes available outside our nation, can we recommend it and put it into practice?</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Forming advice and reporting to plenary
|Instruction Step Text=Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.
}}
{{Instruction Step Trainee
|Instruction Step Title=Take home message
|Instruction Step Text=Participants are supported in formulating a take-home message from the session. The teacher asks the participants to reflect on how their take home message will influence their practice.

The teacher encourages them to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

User:0000-0002-0367-4612

2025-01-24T12:21:35Z

0000-0002-0367-4612: create user page