Instruction:8027986e-d638-4f02-9229-179c27e9e917

Instructions

Mind-mapping exercise: Instructions for training researchers about ethics issues on gene editing

Instructions for:TraineeTrainer

Goal

This short interactive workshop introduces the ethical challenges in gene editing. Using a real case, it aims to encourage reflection on ethical issues related to this technology among junior researchers.

Requirements

For trainers:

Complete the two eneri e-learning module on Gene Editing: Gene Editing: Ethics Issues Eneri and Gene Editing: Technology Basics Eneri

For trainees:

No prior expertise in gene editing is required, but participants should have a basic understanding of some basics for research ethics. To do that, trainees can complete the eneri e-learning module on Research Ethics And Integrity Basics Eneri

Duration (hours)

1.5

For whom is this important?

Junior researchersTrainers

Part of

irecs

Steps

Steps

1Welcome and introduction of the trainer, session program and objectives (10-15 mins)

2Short introduction to gene editing (5 min)

3Mind-mapping (40 min)

4Closing (5-10 minutes)

Practical Tips

• Familiarize yourself with the irecs materials on gene editing and identify where are the videos and cases you will use for this session
• Test all needed digital tools (Mentimeter, digital whiteboards, etc.) in advance.  
• Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group.
• 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.

1

Welcome and introduction of the trainer, session program and objectives (10-15 mins)

• Start by introducing yourself and the aim of the session:

Aim: To introduce the ethical challenges related to gene editing. Using a real case, it aims to encourage reflection on ethical issues related to this technology in an interactive way.

• Continue with an ice-breaker to warm up your audience. Do that before introducing the topic. Ask participants one of these questions, encourage participants to share their answers with all the group:

• • What’s one word that comes to mind when you think of gene editing?
  • What's one thing about gene editing that makes you feel excited or uneasy?

• Continue with a short introduction of the session and plan:
  
• • Short introduction to gene editing
  • Our focus today: mind-mapping  
  • Mind mapping in smaller groups
  • Plenary discussion

2

Short introduction to gene editing (5 min)

• Start explaining the topic in a short way. You can help yourself with a slide, but it is not necessarily. An example of the context is below:  

Gene editing is a transformative and evolving technology that has great potential for addressing problems in healthcare, agriculture, among other areas. However, it also raises critical ethical questions since it can have severe and long-term societal and environmental consequences. Since the CRISPR-Cas9 became a reality, many debates about human enhancement and justice issues regarding access to the technology have surrounded gene editing.

This training session is designed to equip participants with the knowledge and tools to navigate the complex ethical issues that arise from gene editing. By exploring and discussing real cases, participants will develop a deeper understanding of the challenges and responsibilities associated with gene editing.

Trainer Tip: Use this moment to create a welcoming and open environment, emphasizing that the session wants to encourage ethical reflection in an open and safe space.  

3

Mind-mapping (40 min)

Explain the technique, why it is useful and how you are going to use it in the session, mind-mapping is combined with a presentation of a case extracted from the irecs modules Gene editing: Ethics issues (A Case Of Gene Editing In Human Embryos Eneri). You can use the information below to guide your participants a:

3.1 Mind-mapping: explain what it is and why is it useful

A brainstorming technique to visually organize information in groups

• Encourages lateral thinking, pushing to explore and investigate a topic from different angles
• Organizing thoughts and concepts and identifying knowledge gaps
• Reflecting while creating, allowing for an informal and comfortable space for reflexivity

Allows to use it in combination with a case, as we will do today!

3.2 Explain and provide the instructions for the exercise.

It is important that you do that before the presentation of the case, so participants can focus on one thing at a time:

• Setting: division in subgroups, provision of jamboard
• Presenting the case
• Go to the Jamboard!
  
  • Step 1 – assign a spokesperson!
  • Step 2 – 5 min. Individual reflection - write single words related to the case on the jamboard. Do this step in silence
  • Step 3 – 10 min. Start talking as a group. Organise the small concepts in big groups as: Benefits, Harms, Principles, Responsibilities, etc.
  • Step 4 – 10 min. Refine each category into smaller subgroups.  
  • Step 5 – 15 min. Back to plenary, discussion and reporting back.

Trainer tip: Prepare the jamboards/physical boards and some sticky notes of various colors previously, and have the instructions always available for participants, so they can do their exercise autonomously.  

3.3 Present the case, using the irecs video on the CRISPR-Cas9 case of Lulu and Nana.

You can find it here: A Case Of Gene Editing In Human Embryos Eneri

3.4 After the video, divide the group in smaller subgroups and start the exercise of mind-mapping:

• First divide participants into subgroups (4-5 members). Provide each group with a white board/digital board and some sticky notes of various colors.  
• Remind participants to assign a spokesperson in each group before they start the exercise!
• Always keep the instructions on the screen.
• Walk around the subgroups (or jump from room to room if you are providing the training online) to make sure that they are following the steps.
• You can spark conversation by using the following example questions in case some groups are quiet:

• • What are the main ethical concerns related to this case?
  • What potential benefits could result from this technology?
  • What potential harms might arise from using this technology? Why?
  • What principles (e.g., justice, autonomy) are most relevant to this case?
  • How do these issues appear in practice? What is an action that can arise of those?

Trainer tip: Keep track of time. You can have small breaks while jumping from step to step to make sure that all the group is following the structure of the exercise.  

3.5 After the exercise, make all groups go back to the plenary

• Ask each group to present their analysis (5 minutes per group, depending on the number of groups).
• Facilitate a plenary discussion to connect insights to real-world practices. Ask participants about their own experiences, (e.g. related real life examples they want to share them with the group).
• To prompt the discussion you can make use of the following questions:

• • How did you experience the exercise?
  • Did your view change?
  • Do you see any similarities in real life experiences?
  • Were you surprised by any particular point that was raised during the discussions?

4

Closing (5-10 minutes)

• Share a QR code linking to the evaluation form and online modules for continued learning.
• Thank participants for their contributions and encourage them to apply their insights in their work and spread the word about the irecs modules.

Other information