Transcript Teaching ethics to undergraduates (health)

An academic’s
perspective on teaching
research ethics to UG
students
Dr Jennifer Burr
ScHARR Ethics Committee
Four Ps
Principles of ethical research
II. Processes of ethical research
III. People
IV. Practicalities (or procedures) of ethical
research
I.
Why bother with research
ethics?
 MUST

DO
RIGOUR, RESPECT & RESPONSIBILITY
Integrity
Guidelines for ethical research

Relationship between normative values and
their application
1.
Informed consent:
Confidentiality:
Subject rights and welfare: indemnity.
Subject risk-potential benefits ratio: risks
outweighed by probably benefits
2.
3.
4.
Processes: the case for
upstream thinking
1.
2.
3.
Integrity
Relationship between how research
ought to be conducted (normative) and
how it is applied (processes)
Dependent upon context.
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
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)

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.
