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An academic’s perspective on teaching research ethics to UG students

Dr. Jennifer Burr from ScHARR Ethics Committee discusses the principles, processes, and practical aspects of teaching research ethics to undergraduate students. The importance of research ethics, guidelines for ethical research, and the need for integrity are explored. Case studies are used to reinforce understanding, and supervisors are reminded of their role in ensuring ethical research practices.

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An academic’s perspective on teaching research ethics to UG students

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  1. An academic’s perspective on teaching research ethics to UG students Dr Jennifer Burr ScHARR Ethics Committee

  2. Four Ps • Principles of ethical research • Processes of ethical research • People • Practicalities (or procedures) of ethical research

  3. Why bother with research ethics? • MUST DO • RIGOUR, RESPECT & RESPONSIBILITY

  4. Integrity

  5. Guidelines for ethical research • Relationship between normative values and their application • Informed consent: • Confidentiality: • Subject rights and welfare: indemnity. • Subject risk-potential benefits ratio: risks outweighed by probably benefits

  6. Processes: the case for upstream thinking • Integrity • Relationship between how research ought to be conducted (normative) and how it is applied (processes) • Dependent upon context.

  7. People (are vulnerable) One is surprised to find so many professional ethical volumes in which [the word suffering] does not appear as an entry in the index. Ethical systems that leave the problem of suffering (and related concepts of endurance and courage) to particular theological traditions cannot adequately engage the human core of illness and care. A. Kleinman

  8. Practicalities • Apply and reflect (through case studies) • Reinforce (ScHARR Research and Governance web site and provision of UREC material). • Ensure that all supervisors are aware of requirements for ethical research (back to integrity)

  9. Conclusions • Understanding the reasons why ethics approval is required (other than a MUST) • Understanding the principles which constitute ethical research • Research ethics as process not box ticking. • Involves people and people are vulnerable • Understand the procedures.

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