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The Science and Politics of Cosmetic Surgery
Introduction
In this unit, students explore the conflicting rights and responsibilities involved in issues concerning cosmetic surgery, such as those of individuals and the interests of the wider public. They learn that views may conflict and that expert opinion cannot always arbitrate between them. They find out who is involved in making public policy decisions, and learn that these are sometimes taken in the absence of scientific certainty or where there is contradictory scientific evidence. Students also learn about the different ways the media covers issues and problems of cosmetic surgery, and the effect this can have on our understanding and opinion of them. They analyse information from a range of sources to identify key issues and events. They appreciate diversity and see matters from other people’s points of view
Vocabulary
Students will be able to understand, use and spell correctly vocabulary relating to:
Subject Areas
The teaching activities link with the following subjects:
Resources
Learning Objectives
Students should learn:
Teaching Activities
1. What is cosmetic surgery?
Students use their own knowledge and the website of the American Society for Aesthetic Plastic Surgery to make a list of responses to the question, what is cosmetic surgery?
In pairs, students use a selection of recent newspapers to note the key issues reported in the media concerning cosmetic surgery for different parts of the body. These can be written as questions pointing to relevant parts on an outline of a body to provide a concise diagrammatic summary, eg Are silicone gel-filled breast implants safe and effective? (download Worksheet 1)
Group discussion of cosmetic surgery procedures. Students give their own opinions and experiences of cosmetic surgery and differing viewpoints are noted and added. From this introduction, make a list of key words: both citizenship words, eg fact, opinion, objective, subjective, controversial, and relevant science words, eg clinical trials, implants, treatment, silicone, collagen, side-effects, public domain, scarring. (download Worksheet 2)
2. What points of view are there about cosmetic surgery, and why?
As a class, list the parties affected by issues of cosmetic surgery, eg plastic surgeons, expert scientific advisors, other health professionals, regulatory panels, manufacturers, clients.
Students work in pairs using the website of the American Society for Aesthetic Plastic Surgery to complete the following tasks:
Discuss answers as a class. Ask whether the differing viewpoints might be reconciled and, if so, how.
3. What are the key scientific aspects?
Ask students to recall relevant scientific ideas, eg What are the medical risks and side-effects of cosmetic surgery? How can clinical trials be used to provide empirical evidence of the safety of products used in cosmetic surgery? How can different treatments be compared for effectiveness? Why are some treatments prescription-only and not in the public domain?
Introduce one or more historical case studies to develop understanding of scientific and citizenship concepts. For example, a comparison of foot-binding in China with cosmetic foot surgery to fit feet into Choo shoes can identify medical complications and consider individual choice (download Worksheet 4). Relevant background reading includes articles and other features on the website of the American Orthopaedic Foot and Ankle Society.
Use a card-sorting activity to help pairs of students to categorise statements about cosmetic surgery as ‘fact’, ‘opinion’ or ‘uncertain’. The statements could be from either a report in a recent newspaper or an article from a website used in earlier activities. Discuss as a class and encourage students to be critical of ‘fact’.(download Worksheet 5)
4. What should be done? How can we take responsible action?
Return to a structured class discussion of issues concerning cosmetic surgery by asking for specific reports from different groups of students. Each group should consider and agree on how they wish to communicate their findings to the audience. Encourage students to:
Ask students to consider how they could influence the debate or take action in some way. Students write a press release, design a campaign poster or write a report of their findings for publication on a website.
Learning Outcomes
Students:
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