Leaving the Nest: Evaluating the First National Flight of the Online Ethics Course CHRPP (Course of Human Participant Protection) (original) (raw)
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In 2008, Queen's University launched an online tutorial called CHRPP, the Course in Human Research Participant Protection, and published a paper about its purpose, design, and usability in Balkwill, Stevenson, Stockley, and Marlin (2009). CHRPP was originally created to raise awareness among research students about the federal policy regarding research ethics and to encourage ethical research practices. Self-assessments and interactive activities were built into the tutorial to help achieve our goals. Since the first publication CHRPP has been updated based on user feedback from a user satisfaction survey. The generally positive reception of this innovative tutorial led to it serving as the basis of a new national research ethics tutorial hosted by the Government of Canada's Panel on Research Ethics. This paper summarizes the evolution of CHRPP from a homegrown solution for one institution to an essential piece of Canada's national research ethics education program. Résu...
Canadian Journal of Learning and Technology, 2016
In 2008, Queen's University launched an online tutorial called CHRPP, the Course in Human Research Participant Protection, and published a paper about its purpose, design, and usability in Balkwill, Stevenson, Stockley, and Marlin (2009). CHRPP was originally created to raise awareness among research students about the federal policy regarding research ethics and to encourage ethical research practices. Self-assessments and interactive activities were built into the tutorial to help achieve our goals. Since the first publication CHRPP has been updated based on user feedback from a user satisfaction survey. The generally positive reception of this innovative tutorial led to it serving as the basis of a new national research ethics tutorial hosted by the Government of Canada's Panel on Research Ethics. This paper summarizes the evolution of CHRPP from a homegrown solution for one institution to an essential piece of Canada's national research ethics education program. Résumé En 2008, l'Université Queen's a lancé un tutoriel en ligne nommé CHRPP (Course in Human Research Participant Protection, cours sur la protection des participants humains à la recherche) et publié un article sur son objectif, sa conception et sa convivialité dans Balkwill, Stevenson, Stockley et Marlin (2009). Le CHRPP a été créé pour sensibiliser les étudiants qui font de la recherche sur la politique fédérale relative à l'éthique de recherche et pour favoriser les pratiques éthiques de recherche. Des autoévaluations et des activités interactives ont été intégrées au tutoriel pour nous aider à atteindre nos objectifs. Depuis sa première publication, le CHRPP a été mis à jour en se basant sur la rétroaction tirée d'une enquête sur la satisfaction des utilisateurs. La réception généralement positive qu'a reçue ce tutoriel innovateur lui a valu de servir de base pour un nouveau tutoriel national en éthique de la recherche qu'héberge le Groupe CJLT/RCAT Vol. 42(1) Evaluating the First National Flight of the Online Ethics Course CHRPP 2 consultatif en éthique de la recherche du gouvernement du Canada. Cet article résume l'évolution du CHRPP qui, d'une solution maison pour un établissement est devenu une partie essentielle du programme national canadien d'éducation en éthique de la recherche.
Use and abuse of the internet for teaching research ethics
Science and Engineering Ethics, 2005
A role for the Internet in delivering instruction in research ethics is neither clear nor certain. As discussed by Joan Sieber, 1 teaching online is occurring more frequently, but that is no guarantee that such programs are the best use of time for either the instructors or the students. For those who teach research ethics (or the responsible conduct of research [RCR]), the allure of Internet-based instruction is particularly potent. Students for such courses are almost invariably adults (graduate students, medical students, postdoctoral researchers, research staff, and faculty); many of those in biomedical research also have clinical responsibilities, and all are extraordinarily busy. The possibility that an obligation to teach research ethics can be met without the necessity for regularly attending course meetings is attractive to teachers, administrators, and students. However, just because it can be done, does not mean either that it is necessarily of value or that it should be done. To assess the effectiveness of online instruction, it is essential to identify the possible goals of research ethics education, then to identify the aspects of online education that might promote those goals. Goals If all goes well, an instructor will have a positive impact on the future behavior of students. However, for many reasons, long-term changes in behavior tend to be relegated to the category of desirable outcomes that are not readily measured. Instead, the immediate purposes of educational experiences can be broadly divided into three main outcomes: knowledge, skills, and attitudes. The distinctions in the field of ethics
2020
Online tutorials (OT) as a form of web-based learning are gaining more popularity and prominence in higher education as the global participation rate in online courses is on the rise. Research ethics (RE) education programs are not exempted from this trend and OTs are regarded as convenient tools for the RE education. OTs are designed to be self-paced, accessible to students at any time, and a cost-effective way of instruction. The type of interactions available in OTs is the one that takes place between humans and computers, and OTs are often criticized for denying learners critical thinking, discussion, and reasoning—skills deemed essential in learning how to conduct research ethically. Multimodal interaction analysis (Norris, 2004, 2011) as a research methodology has been successful in the study of interactions between people and objects; however, research treating OTs as multimodal interactional documents has been scarce. In this research essay, the multimodal analysis conducted on the Canadian Tri-Council Policy Statement Course on Research Ethics (TCPS 2: CORE) (Panel on Research Ethics, 2019b) has identified many possibilities of interaction embedded in the design. Findings suggest that these interactions are mostly for navigational purposes and do not foster interaction between tutorial users and its subject matter. It is argued that possibilities for action, or affordances, were created in the tutorial design, but not promoted in the users’ interaction with the subject matter. Implications are discussed for pedagogy and future research.
several training programs spon sored by the NIH/Fogarty International Center's International Research Ethics Education and Curriculum Develop ment Program offer online graduate-level courses in research ethics to participants in low-and middle-income countries. This paper describes the evaluation of four of these online courses and recommendations for improvements to achieve the highest-quality design and delivery. We used an evaluation matrix consisting of 95 criteria based on recommended best practices in eLearning. Our results showed that these courses are developing or meeting nearly 73% of the criteria, while they are not meeting approximately 21% of the criteria. Together, one or more of the courses are developing or meeting 89 of the 95 criteria. These results suggest that the necessary skills and expertise exist in these programs to bring all of the eLearning courses close to 100% proficiency by sharing a common set of best practices. This paper is part of a collection of articles analyzing theFogarty International Center's International Research Ethics Education and Curriculum Develo pment Program.
Improving Research Participant Ethics: The Utility of an Online Educational Module
Teaching of Psychology, 2015
The undergraduate psychology curriculum often does not address guidelines for acceptable participant behavior. This two-part study tested the efficacy of a recently developed online learning module on ethical perceptions, knowledge, and behavior. In the preliminary quasi-experiment, students who viewed the module did not have higher end-of-semester ethical perceptions than a control group, although the experimental group demonstrated increased ethical knowledge and behavior than the control group. Study 2 replicated these findings with a pretest-posttest experimental design at another university. These findings lend support for the module increasing ethical knowledge and behavior, although not necessarily perceptions. However, exploratory analyses suggested that ethical perceptions appear to increase across all research participants through experience.
Consensus standards for introductory e-learning courses in human participants research ethics
Journal of medical ethics, 2014
This paper reports the results of a workshop held in January 2013 to begin the process of establishing standards for e-learning programmes in the ethics of research involving human participants that could serve as the basis of their evaluation by individuals and groups who want to use, recommend or accredit such programmes. The standards that were drafted at the workshop cover the following topics: designer/provider qualifications, learning goals, learning objectives, content, methods, assessment of participants and assessment of the course. The authors invite comments on the draft standards and eventual endorsement of a final version by all stakeholders.
Global Bioethics
Research ethics remains a cornerstone of the scientific enterprise as it defines the boundaries of responsible conduct of research. Our aim was to systematically identify, review and test online training courses in research ethics which could be considered most appropriate for future training at the University of Botswana (UB). We used an evaluative tool that included both descriptive and evaluative criteria for assessing the strengths, weaknesses and appropriateness of 10 online research ethics courses which are publicly accessible. We then assembled Focus Group Discussions (FGDs) to engage the UB community to select the best 2-3 online courses that are considered most suited for use in future training of research ethics at UB. Twenty respondents participated in three FGDs. Our findings show that there is limited research ethics training capacity in low resourced academic institutions like UB. Online training opportunities could be used to address this challenge. Our analysis reveal that out of the 10 online courses reviewed, CITI program, Family Health International, and Training and Resource in Research Ethics Evaluation have characteristics that would make them suitable for utilization in Botswana. We believe the findings from this case study will be of value to other similarly situated research institutions.
MedEdPublish, 2016
This article was migrated. The article was marked as recommended. Usage of and investment in e-learning has also grown in the field of research ethics. There are currently several distance capacity building programs on this theme, although few are translated to the language and adapted to the legislation of countries with less resources to implement local training. Translating and adapting an already existing e-learning is a more accessible strategy, since it makes use of an already existing online platform and capacity building strategies that were previously tested and are recognized in the scientific community and society in general. This training needs to be adapted to local needs and there must be guidelines for the translation and adaptation stages of the distance education programs for ethics in research involving human beings. In this article, we put forward 12 steps for the translation and adaptation of e-learning on research ethics, based on our experience of implementing ...
Behavior Research Methods, 2004
The Human Use Regulatory Affairs Advisor (HURAA) is a Web-based facility that provides help and training on the ethical use of human subjects in research, based on documents and regulations in United States federal agencies. HURAA has a number of standard features of conventional Web facilities and computer-based training, such as hypertext, multimedia, help modules, glossaries, archives, links to other sites, and page-turning didactic instruction. HURAA also has these intelligent features: (1) an animated conversational agent that serves as a navigational guide for the Web facility, (2) lessons with case-based and explanation-based reasoning, (3) document retrieval through natural language queries, and (4) a context-sensitive Frequently Asked Questions segment, calledPoint & Query. This article describes the functional learning components of HURAA, specifies its computational architecture, and summarizes empirical tests of the facility on learners.