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In this paper, we explore best practices for asynchronous discussions in graduate online bioethics education. We explain that online approaches have advantages and challenges in contrast to in-person discussions. Online challenges are lack of visual or auditory cues and technical access. Advantages include extended opportunities for specific focus, thoughtful reflection, and critical review. We found no significant review of related best practices in bioethics. Our more general literature review of graduate education and online approaches, plus experience in our own bioethics graduate program, suggest provisional best practices that we detail. We reason that online graduate discussion provisionally should aim for a Bcommunity of inquiry^framework that incorporates cognitive, social, and teaching Bpresences,^as well as a learning presence. However, we also note unresolved concerns about whether the framework sufficiently addresses learning, is complete, and captures communicative functions. Drawing further on the literature, we also suggest best practices for instructor feedback to students about their discussion performance, including that remarks should be timely and specific. two courses in our graduate bioethics program illustrate how we implement discussion strategies. Finally, we review assessment strategies and suggest that embedded formative assessments in discussion (i.e., instructor feedback, rubrics, etc.) support and demonstrate deeper learning. Limitations in generalizability include that our review targets asynchronous and text-based online discussion, our program assessments do not necessarily detail best practices, student expectations and approaches could be rather particular to our program, and specific bioethics content in principle could alter best practices.

The Association for Death Education and Counseling has updated its articulation of the body of knowledge in the field of thanatology. In doing so it has relinquished the use of a matrix format in favor of a more serviceable outline containing three major sections: Arenas of Thanatology, Practice Considerations for Professionals in the Field, and Contextual and Theoretical Considerations. Accompanying the outline is a new commentary on the state of the field itself, along with an annotated bibliography of recent relevant publications.

Investigators recommend effective faculty orientation for rubric use and future work in developing a rubric to assess reflective writing. [J Nurs Educ. 2018;57(6):366-370.].

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Biocontaining during the recent Ebola outbreak served to affirm the social significance of biomedicine, even though it had little measurable effect on the pandemic itself. Taking up key insights of Mary Douglas and Victor Turner concerning the essential meaning-making tasks of culture, this article discusses how biocontaining as an activity contributed to the work of social reassurance and meaning-making in U.S. and global society during the crisis. The analysis is based in significant part on fieldwork done at the Nebraska Biocontainment Unit (NBU), study of NBU educational materials, and follow-up conversations with personnel staffing that unit.