Bowater, L

Wilkinson, M

University of East Anglia digital repository

Experienced researchers struggle with research ethics approval (Glasziou and Chalmers 2004; Henderson 2007) and the problem extends to student researchers (Tan 2004). It is worrying to note that this struggle may lead to a rejection of some basic ethical paradigms and this rejection may be passed on by teachers to students. In a study of post graduate research students McGee et al showed that those with  prior experience of applying for ethical approval were more resistant to training in research ethics (responsible conduct of research) than those who did not have similar prior experience  ADDIN EN.CITE (McGee, Almquist et al. 2008).At UEA students are taught ethics as a fundamental part of research design. As part of a course on research methods, students identify a suitable research question and apply knowledge from teaching on research methodology, ethics and bureaucracy to draft a protocol. Students are taught that ethics should be built in to the research project to ensure that the research proposal is more robust because the ethical considerations are well integrated (Smajdor, Sydes et al. 2009).Students also learn about the importance of external research ethics review and the modus operandi of a research Ethics Committee (REC). Working in Problem Based Learning (PBL) groups they discuss ethical aspects of research protocols using the same approach as a REC. A set of research protocols covering qualitative and quantitative methodologies are published to all students; mostly written by students from previous years.  Instructions are that each student should read all protocols but must review one protocol in depth considering both the ethical and scientific aspects; each protocol must be reviewed in depth by at least one student. To prepare for the discussion students are provided with guidance to enable them to identify possible areas of ethical concern. We recruit experienced members of local NRES and University Research Ethics Committees to facilitate dedicated meetings of the PBL groups.  At the meeting each student presents the project they reviewed in depth, highlighting ethical or scientific concerns. The facilitator gives additional comments, expanding upon the ideas of the participants, but also adding issues students have not identified. Following this teaching session, students are asked to provide a written piece of course work using a structured format that summarises their ethical review of the protocol and takes into account the group discussion prior to handing in a summary that is assessed as part of their degree programme. Overall this teaching session was well received by students,‘the peer review sessions were extremely helpful not only for personal feedback on my own project but also to learn how to feedback on other projects’ . Glasziou, P. and I. Chalmers (2004). "Ethics review roulette: what can we learn?" Bmj 328(7432): 121-2.Henderson, M. (2007). Constant policing of our research makes us look sisister, says scientists. TheTimes Online.McGee, R., J. Almquist, et al. (2008). "Teaching and learning responsible research conduct: influences of prior experiences on acceptance of new ideas." Account Res 15(1): 30-62.Smajdor, A., M. R. Sydes, et al. (2009). "Applying for ethical approval for research in the United Kingdom." BMJ 339: b4013.Tan, S. P. (2004). "My disappointment with an ethics committee." BMJ 329: 807.Henderson, M. (2007). Constant policing of our research makes us look sisister, says scientists. TheTimes Online.McGee, R., J. Almquist, et al. (2008). "Teaching and learning responsible research conduct: influences of prior experiences on acceptance of new ideas." Account Res 15(1): 30-62.Smajdor, A., M. R. Sydes, et al. (2009). "Applying for ethical approval for research in the United Kingdom." BMJ 339: b4013.Tan, S. P. (2004). "My disappointment with an ethics committee." BMJ 329: 807.

Case Study: Teaching Research Ethics to Medical Students

https://ueaeprints.uea.ac.uk/id/eprint/37396/1/bma_res_ethics_bit.doc

Case Study: Teaching Research Ethics to Medical Students

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University of East Anglia digital repository