Effective Practices in the Delivery of Research Ethics Education: A Qualitative Review of Instructional Methods. (4th July 2017)

• Record Type: Journal Article
• Authors: Todd, E. Michelle; Torrence, Brett S.; Watts, Logan L.; Mulhearn, Tyler J.; Connelly, Shane; Mumford, Michael D.
• Is Part Of: Accountability in research. Volume 24:Number 5(2017)
• Page Start: 297
• Page End: 321
• Publication Date: 2017-07-04
• Subjects: Ethics -- ethics education -- ethics methods -- ethics training -- instructional methods -- research ethics -- responsible conduct of research; Research -- Evaluation -- Periodicals; Research -- Methodology -- Periodicals; Research -- Management -- Periodicals; 001.4
• DOI: 10.1080/08989621.2017.1301210
• Languages: English
• ISSNs: 0898-9621

Abstract

ABSTRACT: In order to delineate best practices for courses on research ethics, the goal of the present effort was to identify themes related to instructional methods reflected in effective research ethics and responsible conduct of research (RCR) courses. By utilizing a qualitative review, four themes relevant to instructional methods were identified in effective research ethics courses: active participation, case-based activities, a combination of individual and group approaches, and a small number of instructional methods. Three instructional method themes associated with less effective courses were also identified: passive learning, a group-based approach, and a large number of instructional methods. Key characteristics of each theme, along with example courses relative to each theme, are described. Additionally, implications regarding these instructional method themes and recommendations for best practices in research ethics courses are discussed.