Conscientious, well-informed, and good-intentioned people throughout the profession of medicine have arrived at differing conclusions on the ethical acceptability of research involving human volunteers. Investigation that poses risk to the physical health of vulnerable participants has historically been the source of greatest concern (13). Recently, however, ethicists, policy makers, and federal regulatory groups have begun to give greater attention to human studies that entail primarily psychosocial risk (1, 56). Moreover, a greater sensitivity to "special" or "vulnerable" participant populations in research has also evolved in recent years. (4) For these reasons, ethical and regulatory considerations in educational research, with its specific psychosocial risks and learner-participant populations, are emerging as topics of renewed interest nationally (56). Conducting ethically sound education-related studies is an important commitment for academic psychiatrists (7). Because empirical work in psychiatric education commonly involves the gathering of data on the personal experiences, knowledge, attitudes, and performance of our students, these considerations are particularly salient for professionals in our field. Educational research has typically required few formal safeguards beyond confidentiality measures and exemption by an institutional review board (8). The potential sensitivity and ethical complexity of educational research and the adequacy of current regulatory guidelines therefore merit
Ethical and Regulatory Considerations in Educational Research
Abstract
Conscientious, well-informed, and good-intentioned people throughout the profession of medicine have arrived at differing conclusions on the ethical acceptability of research involving human volunteers. Investigation that poses risk to the physical health of vulnerable participants has historically been the source of greatest concern (13). Recently, however, ethicists, policy makers, and federal regulatory groups have begun to give greater attention to human studies that entail primarily psychosocial risk (1, 56). Moreover, a greater sensitivity to "special" or "vulnerable" participant populations in research has also evolved in recent years. (4) For these reasons, ethical and regulatory considerations in educational research, with its specific psychosocial risks and learner-participant populations, are emerging as topics of renewed interest nationally (56). Conducting ethically sound education-related studies is an important commitment for academic psychiatrists (7). Because empirical work in psychiatric education commonly involves the gathering of data on the personal experiences, knowledge, attitudes, and performance of our students, these considerations are particularly salient for professionals in our field. Educational research has typically required few formal safeguards beyond confidentiality measures and exemption by an institutional review board (8). The potential sensitivity and ethical complexity of educational research and the adequacy of current regulatory guidelines therefore merit
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Ethical and Regulatory Considerations in Educational Research
Weiss Roberts, Laura; Geppert, Cynthia M.A.; Coverdale, John; Louie, Alan; Edenharder, Kristin
Follow Academic Psychiatry
, Volume 29 (1): 1
American Psychiatric Publishing, Inc (Journal) – Mar 1, 2005
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