Implementing research ethics in an interdisciplinary research and training network -- the CHIBOW project

2021 ◽  
pp. 75-86
Author(s):  
Marie Kaiser ◽  
Sabine Lee ◽  
Heide Glaesmer
Keyword(s):  
Research Ethics ◽  
Interdisciplinary Research ◽  
And Training

scholarly journals Ethical complexities in child co-research

2017 ◽  
Vol 15 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Merle Spriggs ◽  
Lynn Gillam
Keyword(s):  
Research Ethics ◽  
Research Methodology ◽  
Social Research ◽  
Ethics Committees ◽  
Research Ethics Committees ◽  
Human Research Ethics ◽  
Children’S Agency ◽  
New Findings ◽  
Need For Support ◽  
And Training

Child co-research has become popular in social research involving children. This is attributed to the emphasis on children’s rights and is seen as a way to promote children’s agency and voice. It is a way of putting into practice the philosophy, common amongst childhood researchers, that children are experts on childhood. In this article, we discuss ethical complexities of involving children as co-researchers, beginning with an analysis of the literature, then drawing on data from interviews with researchers who conduct child co-research. We identify six ethical complexities, some of which are new findings which have not been mentioned before in this context. In light of these possible ethical complexities, a key finding is for researchers to be reflexive – to reflect on how the research may affect child co-researchers and participants before the research starts. A separate overriding message that came out in responses from the researchers we interviewed was the need for support and training for child co-researchers. We conclude by providing a list of questions for reflexive researchers to ask of themselves when they use child co-research methodology. We also provide important questions for human research ethics committees to ask when they review projects using child co-research.

scholarly journals Evaluating the efficacy of the education and training program of the TCPS 2

2016 ◽  
Vol 13 (3-4) ◽  
pp. 102-114
Author(s):  
Denise Stockley ◽  
Laura Kinderman ◽  
Rylan Egan ◽  
Chi Yan Lam ◽  
Amber Hastings
Keyword(s):  
Research Ethics ◽  
Educational Program ◽  
Educational Opportunities ◽  
Responsible Conduct Of Research ◽  
Policy Statement ◽  
Evaluation Team ◽  
The Core ◽  
Responsible Conduct ◽  
And Training ◽  
Canadian Research

In 2011, the Secretariat on Responsible Conduct of Research launched a set of educational opportunities to facilitate and enhance the dissemination of TCPS 2, the 2nd edition of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (2010), which guides Canadian research ethics. Three educational modalities were implemented to aid participants in developing or refining their ethical understanding and practice: (i) Regional Workshops, which brought together diverse disciplinary perspectives; (ii) the CORE tutorial, which enabled individuals to discover the various aspects and applications of the Policy; and (iii) Webinars, which provided participants with the opportunity to explore deeper dimensions of research ethics. This article reports on the findings of a national program evaluation team which measured the effectiveness of the educational program and provided recommendations for future opportunities.

scholarly journals Knowledge Awareness and Attitude about Research Ethics among Dental Faculties in India

2014 ◽  
Vol 15 (5) ◽  
pp. 608-613 ◽  
Author(s):  
Nithin Manchery Gopinath ◽  
Joseph John ◽  
E Senthilkumar ◽  
N Nagappan
Keyword(s):  
Research Ethics ◽  
Overall Response Rate ◽  
Response Rate ◽  
Ethics Committees ◽  
Ethics Committee ◽  
Chi Square ◽  
Cross Sectional ◽  
Level Of Knowledge ◽  
Self Administered Questionnaire ◽  
And Training

ABSTRACT Aim The aim of this study was to assess the level of knowledge, awareness and attitude about research ethics and research ethics committees (RECs) among dental faculties. Materials and methods This cross-sectional questionnaire study incorporated a self administered questionnaire. Descriptive, Chi-square and logistic regression analysis was used to analyze the data. Results The overall response rate to the study was 85%. More than half were familiar with research ethics, principles and functions of the research ethics committee. Though there were some faculties whose attitude regarding research ethics principle was not optimal. Conclusion The present study revealed a broad acceptance among the faculties acceptance toward RECs and training in research ethics, though there existed certain gap in knowledge about research among the faculties. Clinical significance This will help us to understand the knowledge, awareness and attitudes of dental faculties toward research ethics, which will help the institutional officials to develop better educational programs in the field of research ethics in order to help them conduct better research henceforth. How to cite this article MG Nithin, John J, Senthilkumar E, Nagappan N. Knowledge Awareness and Attitude about Research Ethics among Dental Faculties in India. J Contemp Dent Pract 2014;15(5):608-613.

Nursing notes of an unit of a hospitalization

2011 ◽  
Vol 5 (8) ◽  
pp. 1842
Author(s):  
Teresa Celia de Mattos Moraes dos Santos ◽  
Ana Lucia De Faria ◽  
Indira Bastos Ferreira ◽  
Maria do Socorro Feitosa ◽  
Pamela Priscila de Albuquerque ◽  
...  
Keyword(s):  
Research Ethics ◽  
Nursing Staff ◽  
Ethics Committee ◽  
Orientation Programs ◽  
Work Process ◽  
Microsoft Excel ◽  
New Research ◽  
The University ◽  
And Training ◽  
Night Shifts

ABSTRACTObjective: To identify mistakes in the nursing notes made by the nursing staff. Method: descriptive, documentary, investigative and quantitative, carried out in an inpatient unit of a hospital in the Vale do Paraiba Paulista, in 109 records, a total of 436 nursing records, in the day and night shifts, in a period of thirty days. A form was used to collect data after approval of the research project by the Research Ethics Committee at the University of Taubaté, under No 031/09. The data were quantified by the program Microsoft Excel 2003, analyzed, presented in tables and then discussed based on the researched literature. Results: notes held by the nursing staff showed satisfactory completion, except for those items, which were absent: nursing prescription, in 39.91% of the notes, checking the prescription of nursing, 92.66% and, evolution of nursing in 65.14%. Conclusion: it was conclude that the selected theme is incorporated into orientation programs and training of nursing staff, as well as encouraging new research related to nursing notes to consequently improve the SAE in order to value the work process. Descriptores: nursing records, standards for nursing notes, nursing staff. RESUMO Objetivo: identificar os erros de anotações de enfermagem cometidos pela equipe de enfermagem. Método: pesquisa descritiva, documental, investigatória e quantitativa, realizada em uma unidade de internação de um hospital do Vale do Paraíba Paulista, em 109 prontuários, totalizando 436 registros de enfermagem, dos plantões diurnos e noturnos, em um período de trinta dias. Foi utilizado um formulário para a coleta de dados após aprovação do projeto de pesquisa pelo Comitê de Ética em Pesquisa da Universidade de Taubaté, sob o no 031/09. Os dados foram quantificados pelo Programa Microsoft Excel 2003, analisados, apresentados em forma de tabelas e, posteriormente, foram discutidos com base na literatura pesquisada. Resultados: as anotações realizadas pela equipe de enfermagem apresentaram preenchimento satisfatório, exceto estes itens, que foram ausentes: prescrição de enfermagem, em 39,91% das anotações; checagem da prescrição de enfermagem, em 92,66%; e, evolução de enfermagem, em 65,14%. Conclusão: conclui-se que a temática abordada seja incorporada nos programas de orientação e treinamento da equipe de enfermagem, bem como o incentivo a novas pesquisas referentes às anotações de enfermagem para consequentemente aprimorar a SAE, visando à valorização do processo de trabalho. Descritores: registros de enfermagem; normas para anotações de enfermagem; equipe de enfermagem.RESUMENObjetivo: identificar los errores de apuntes de enfermería cometidos por el equipo de enfermería. Método: investigación descriptivo, documental, investigativo y cuantitativo, realizado en una unidad de internación de un hospital del Vale del Paraíba Paulista, en 109 prontuários, totalizando 436 registros de enfermería, dos plantones diurnos y noturnos, en un período de treinta días. Fue utilizado un formulario para la recogida de datos trás aprobación del proyecto de investigación por el Comité de Ética en Pesquisa de la Universidad de Taubaté, bajo el no 031/09. Los datos fueron cuantificados por el Programa Microsoft Excel 2003, analisados, presentados en forma de tablas y, posteriormente, fueron discutidos con base em la literatura investigada. Resultados: los apuntes realizados por el equipo de enfermería presentaron rellenamiento satisfatorio, exceto estos tópicos, que fueron ausentes: prescrición de enfermería, en 39,91% de los apuntes; verificación de la prescrición de enfermería, en 92,66%; y, evolución de enfermería, en 65,14%. Conclusión: se concluye que la temática abordada sea incorporada en los programas de orientación y entrenamiento del equipo de enfermería, bien como el incentivo a nuevas investigaciones referentes a los apuntes de enfermería para consecuentemente aprimorar la SAE, visando a la valorización del proceso de trabajo. Descriptores: registros de enfermería; normas para apuntes de enfermería; equipo de enfermería.

Archaeology beyond Anthropology

1978 ◽  
Vol 43 (2) ◽  
pp. 184-191 ◽  
Author(s):  
George J. Gumerman ◽  
David A. Phillips
Keyword(s):  
United States ◽  
Interdisciplinary Research ◽  
A Priori ◽  
The United States ◽  
Training Procedure ◽  
Archaeological Research ◽  
Formal Models ◽  
And Training ◽  
Use Of Models

Archaeology‘s relationship to anthropology in the United States has been one of a natural and beneficial alliance. Archaeologists are currently showing more of an interest in formal models drawn from outside anthropology, but the classification of American archaeology as a subdiscipline in anthropology generally remains unquestioned. We argue that at the present time archaeological research is being hindered by its institutionalized relationship to anthropology and its uncritical use of models from other disciplines. Archaeologists will make the greatest theoretical progress if they view their discipline as an autonomous technique with no a priori ties to sociocultural anthropology. Archaeology as a technique makes possible a truly interdisciplinary research base, but requires in turn a reorganization of research and training procedure as well as an academic restructuring.

scholarly journals Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences

2016 ◽  
Vol 15 (4) ◽  
pp. es11 ◽  
Author(s):  
Melanie Peffer ◽  
Maggie Renken
Keyword(s):  
Education Research ◽  
Learning Strategies ◽  
Interdisciplinary Research ◽  
Interdisciplinary Collaboration ◽  
Biology Education ◽  
Early Career ◽  
Learning Sciences ◽  
Biology Learning ◽  
Methodological Approaches ◽  
And Training

Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists. Our goal here is to describe two fields important to understanding learning in biology, discipline-based education research and the learning sciences. We discuss differences between each discipline’s approach to biology education research and the benefits and challenges associated with incorporating these perspectives in a single research program. We then propose strategies for building productive interdisciplinary collaboration.

Challenges in Ethics Education

2016 ◽  
pp. 1938-1954
Author(s):  
Chi Anyansi-Archibong
Keyword(s):  
Research Ethics ◽  
Ethics Education ◽  
Ethical Reasoning ◽  
Codes Of Conduct ◽  
Control Group ◽  
University System ◽  
The North ◽  
Ethics Course ◽  
Knowledge And Attitude ◽  
And Training

Ethics, broadly defined, is having the integrity to act in a moral and civil manner. It calls for both organizations and individuals to act responsibly and with some trust. This chapter describes a collaborative and cooperative initiative to assess the effectiveness of research ethics education. A pre- and post-survey of over 200 graduate researchers in seven doctoral offering institutions of the North Carolina University System who participated in the open seminar research ethics course showed significant improvement on knowledge and attitude about ethics but did not show improvement in ethical reasoning skills assessment. Compared to the control group, these findings lead researchers to the conclusions that effective ethics education and training may be improved by developing programs that create a community of supportive peers and mentors rather than individual training designed to effect compliance regulations and codes of conduct.

Recognizing the Voices of All Children, Including Those with “Cognitive Impairments,” in Research

2019 ◽  
pp. 135-148 ◽  
Author(s):  
Marjorie Montreuil ◽  
Gail Teachman ◽  
Franco A. Carnevale
Keyword(s):  
Research Ethics ◽  
Interdisciplinary Research ◽  
Cognitive Impairments ◽  
Cognitively Impaired ◽  
Ethical Challenges ◽  
Respect For Autonomy ◽  
Research With Children ◽  
Conducting Research ◽  
Children’S Voices ◽  
Impaired Children

Research ethics norms are primarily centered on respect for autonomy operationalized through informed consent. Significant ethical challenges can arise when conducting research with persons who have “cognitive impairments” that may limit their decisional autonomy. These challenges are additionally complex in research involving children with “cognitive impairments.” We outline dominant norms in pediatric research ethics, highlight current debates regarding these norms, and discuss considerations that arise when conducting research with ”cognitively impaired” children. Building on interdisciplinary research in childhood ethics, the authors argue for a shift in childhood research ethics norms toward participatory approaches anchored in the recognition of all children’s voices and agential capacities. Concrete strategies for recognizing agency in research with “cognitively impaired” children are shared. Rather than presenting a limitation for research with children, “cognitive impairment” affords opportunities to consider how to better recognize agency in research with all children.

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