Abstract
This article examines the problem of consent from a human resources and legal perspective. It considers whether norms about informed consent followed for medical procedures and research projects in the United States can be adapted to intercultural training. It does so using five issues raised in the medical and research ethics literatures: voluntarism, capacity, disclosure, understanding, decision.
Highlights
Patient or Student?Medical and research models provide a useful starting point for analyzing the use of informed consent in intercultural instruction
Classroom instructors of cross-cultural topics often find themselves administering exercises that are designed to elicit attitude changes and self-awareness
Providing informed consent requires that instructors be properly trained in applying its principles
Summary
Medical and research models provide a useful starting point for analyzing the use of informed consent in intercultural instruction. Following the five elements of informed consent, to at least some degree, students attend universities and classes on a voluntary basis (voluntarism); demonstrate capacity by making the choice to take specific courses (capacity); are given information about a class and its requirements (disclosure); have in principle the opportunity to ask instructors and other students for clarification should they lack understanding (understanding); and make the decision to participate, to attend a different class or request alternative assignments (decision). The question remains: Is the general fulfillment of consent norms sufficient?
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