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A Social Sciences perspective on teaching research ethics to UG students

This presentation provides a comprehensive overview of teaching research ethics to undergraduate students from a social sciences perspective. It includes clear definitions, explanations of pertinent issues, attention to detail, and examples and case studies to illustrate concepts. The presentation also highlights the relevance of research ethics to final year research projects and provides resources for further study.

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A Social Sciences perspective on teaching research ethics to UG students

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  1. A Social Sciences perspective on teaching research ethics to UG students Peter A. Bath Department of Information Studies (with acknowledgements to Professors Peter Willett and Val Gillet and Mr. Richard Hudson, RIS)

  2. Overview • Providing the context • Clear definitions • Explaining the issues • Attention to detail • Examples and case studies Examples of slides to illustrate Focus on final year research projects

  3. Providing the context • Background to national developments • UG students may not be aware of Alder Hey etc. • Other examples of unethical research, e.g., MMR vaccine scare, plagiarism • Need to relate this to UoS and research ethics policy

  4. Clear definitions • Concepts may be unfamiliar – avoiding assumptions of prior knowledge • Engage students in discussing issues and questioning • Include legal issues, e.g., DPA (1998)

  5. Explaining pertinent issues • Research ethics policy • Relevance to, and impact on, BSc research projects • Process for handling ethics review • Definitions of risk, and examples of these

  6. Attention to detail • Detailed discussion of potential problems areas: • Safety / well-being • Informed consent • Anonymity / confidentiality • Linking data sets • Clear pointers to the relevant resources, use MOLE for module materials

  7. Case studies and examples • Small group work looking at real examples • Include range of examples • More or less relevant to illustrate issues: • Patient groups • Recording media • Students as participants • Sensitive topics, obesity, fertility

  8. Conclusions • Teaching research ethics to Undergraduate students: • Discussing new concepts / issues • Engaging students with the idea that research ethics is a process • Establishing the relevance to their work • Providing clear examples and definitions

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