Institutional Review Board Basics for Pedagogy Research. (September 2018)

• Record Type: Journal Article
• Authors: Boling, Whitney; Berlin, Kathryn; Rahn, Rhonda N.; Vogelzang, Jody L.; Walter, Gayle
• Is Part Of: Pedagogy in health promotion. Volume 4:Number 3(2018)
• Page Start: 172
• Page End: 177
• Publication Date: 2018-09
• Subjects: institutional review board -- pedagogy research; Health promotion -- Study and teaching -- Periodicals; Health education -- Study and teaching -- Periodicals; Public health -- Study and teaching -- Periodicals; 613.071
• DOI: 10.1177/2373379918793400
• Languages: English
• ISSNs: 2373-3799

Abstract

The institutional review board (IRB) process is often protracted and can be a source of frustration, especially when you want your research and publications to move apace. However, because of historical events, the IRB is an important requirement for conducting research with human participants and is regulated by federal oversite. When conducting research as part of a pedagogical study, it is important to identify which level of IRB review (exempt, expedited, or full board) is required. The purpose of this article is to highlight IRB basics within the United States for pedagogy research. Although there are guidelines internationally, this article specifically focuses on U.S. IRBs, including a brief history of the IRB, pedagogical and community-based participatory research, IRB review, tips for IRB submissions, and example case studies.