Using IRB Protocols to Teach Ethical Principles for Research and Everyday Life: A High-Impact Practice

Autor/in	Ritchie, Kathy L.
Titel	Using IRB Protocols to Teach Ethical Principles for Research and Everyday Life: A High-Impact Practice
Quelle	In: Journal of the Scholarship of Teaching and Learning, 21 (2021) 1, S.120-130 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Undergraduate Students; Student Research; Ethics; Ethical Instruction; Research Methodology; Research Projects; Instructional Effectiveness; Teaching Methods; Transfer of Training + Suchen Sie Ihr Suchwort? Studentenforschung; Ethik; Ethics instruction; Teaching of ethics; Ethikunterricht; Research method; Forschungsmethode; Forschungsvorhaben; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung
Abstract	Undergraduate research as a high-impact practice demonstrates many positive benefits for students, but little research has delved into the impact of ethical training for research, in particular submitting Institutional Review Board (IRB) protocols to determine if the study meets ethical standards for the treatment of human subjects. This study explored if students in two experimental and one nonexperimental research methods class benefited from increased knowledge of research ethics and how to apply them in daily-life situations if they participated in various aspects of IRB protocol procedures either as part of a class-based research project or by completing an IRB protocol activity for developing a hypothetical program to help families. Some students in all three classes had previously engaged in a 4-hr online extended training [the Collaborative Institutional Training Initiative (CITI) Program] in research ethics focused on the Belmont Report principles of beneficence, respect, and justice, but not in IRB protocols. Students were given a pre- and posttest to assess knowledge in both research and daily-life settings for applying the Belmont Report research ethics principles. Results indicate students gained greater knowledge of research ethics when they completed IRB protocol training during a class-based undergraduate research or program-design project, even if they had already completed some extended case-based training in the CITI Program. Results are discussed in terms of the value of using modified IRB protocol approaches as a high-impact practice to teach ethics in research and daily life to students. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01