A Systematic Approach to Instruction in Research Ethics

Abstract

This article describes a systematic approach for developing instructional programs that emphasizes defining learning needs, planning the learning environment, and evaluating learning to ensure continuous course improvement. This review outlines the nature of these interrelated components of instructional development and draws attention to issues specific to instruction in research ethics. Guiding questions summarize key, practical considerations, and the discussion suggests future steps in the pursuit of effective instruction in research ethics. Overall, the variety of approaches to instruction and mixed findings regarding its effectiveness underscore the need to apply a systematic framework to instruction in research ethics.

Keywords:

• course development
• education
• evaluation
• instruction
• instructional design
• research ethics
• responsible conduct of research (RCR)
• training

ACKNOWLEDGMENTS

I would like to thank all of my colleagues who have collaborated with me on research examining ethical decision-making and ethics instruction. Special acknowledgement goes to Michael Mumford, Shane Connelly, Lynn Devenport, Ryan Brown, Chase Thiel, and Ethan Waples. I would also like to recognize the support of the University of Oklahoma's Office of the Vice President for Research and Graduate College. Thank you also to the National Institutes of Health and Office of Research Integrity for funding support that made possible past research essential to formulating this review.