Understanding Of Research Ethics Research Articles

Perceptions, Understandings, and Practices in Clinical Research Ethics among Medical Postgraduates in India: A Cross-Sectional Study

Background: Research methodology is now part of the MBBS curriculum, which is a substantial adjustment to MCI standards. Objective: To assess the student's comprehension of the subject, level of interest and how it is used in clinical studies. Methods: We created a standard set of 25 questionnaires to assess postgraduate and PhD students' attitudes, awareness, and knowledge about research ethics and committees. Statistical analysis was used to compare the mean knowledge scores of several groups (age, gender, education, past research experience, etc.). Results: Students had a good attitude and understanding of research ethics and research ethics committees. We observed that past research experience and training are critical in predicting knowledge ratings. The study findings indicated a significant difference in the mean knowledge score depending on past research experience. Similarly, we observed that prior research ethics training had a significant impact on mean scores. Conclusions: A functioning research ethics committee should be present in every hospital. Students should be informed of the role and responsibilities of the ethics committee. Students must be informed of research ethics before undertaking any human subjects research. To broaden student comprehension, the ethics committee must offer seminars, workshops, and conferences on a regular basis.

Research Ethics in Social Studies: Indonesian Perspectives

The necessary standards for conducting and disseminating research rely on research ethics. Research ethics determine whether research is integrity-based and adequately completed. Given the significant role of ethics in research, much of the research in Indonesia does not fall under the remit of research ethics committees (REC), especially research in studies, such as in education. This condition might happen because of the lack of knowledge about ethics in research and their significance. Thus, this case study aims to observe whether or not Indonesian researchers have enough knowledge about research ethics and their perception of the essential roles of ethics in research. We collected the data through a written interview with 20 participants selected purposely. The results of this study provided an extended discussion of knowledge and understanding of research ethics among Indonesian researchers in the educational field. We concluded that social researchers’ knowledge, support, and access to gain ethical clearance for the research should receive particular attention so that research in social studies could be ethically conducted and presented with qualified and validated results.

Examining Chinese social sciences graduate students’ understanding of research ethics: implications for their research ethics education

Using the research ethics scale (Huang et al., 2021) and follow-up interviews, this study examined Chinese social sciences graduate students’ understanding of research ethics of empirical studies involving human subjects. The participants included 463 Chinese graduate students majoring in teacher education, English education, management, and economics. The quantitative findings suggested that these graduate students had a fairly good understanding of researchers’ ethical responsibilities and developed general human subjects’ ethical awareness; furthermore, there existed significant research experience and gender-by-research experience interaction effects on their understanding of researchers’ ethical responsibilities and human subjects’ ethical awareness, respectively. The qualitative results indicated that the participants had realized the importance of ethics reviews for social sciences research including human subjects; and they identified best ways to promote research ethics education for social sciences graduate students in Chinese higher education. Implications for Chinese university leaders, program developers, and research methods professors are discussed.

Pelaksanaan Workshop Zotero Untuk Penulisan Karya Tulis Ilmiah Mahasiswa Fakultas Teknik Universitas Negeri Makassar

This community engagement initiative aims to conduct a workshop on Zotero for students in writing academic papers. The workshop intends to introduce the use of Zotero as a tool for managing references and compiling accurate bibliographies. The methodology employed involves an interactive workshop format consisting of presentations, practical demonstrations, and question-and-answer sessions. The expected outcome of this community engagement is to provide significant benefits to students in enhancing their skills in academic writing. By utilizing Zotero, it is anticipated that students will become more efficient in managing references, avoiding plagiarism, and creating comprehensive and accurate bibliographies. Furthermore, the workshop seeks to improve students' understanding of research ethics and the use of quality information sources. This workshop aims to cater to diverse needs in academic paper writing. Additionally, the workshop serves as a catalyst for promoting the adoption of modern technologies and tools in academic writing.

Knowledge, Awareness and Attitudes About Research Ethics among Faculty and Post Graduate Students of the Medical & Dental Professionals in Professional Institutions

Introduction: The research ethics plays a very vital role in the collection, analysis, reporting andpublication of details about research subjects, in particular active acceptance of participant’s right to privacy,confidentiality and the informed consent of the participant.Aims: To assess the Knowledge, awareness and attitudes about research ethics among the faculty andstudents of medical and dental colleges and the requirement for a regular teaching about research ethicsamong the faculty and students of medical and dental colleges.Materials and Method: A cross-sectional study was conducted by assessing the responses to 39 selectedbasic questions regarding Knowledge, awareness and attitudes about research ethics among a total of415 faculty members and post graduate students of the medical and dental institutions in Mysore city ofKarnataka state. The online questionnaire was created by using Google forms. The questionnaire was madeinto 5 categories. Chi-square tests was used to determine, in bivariate analyses, the association of each of theindependent variables. The students t-test was done to assess the respondents scores on the 5-point Likertscale ranging from 1 to 5. The average of their scores were compared among the various variable like theirspecialty and academic position by using the ANOVA test.Results: A total of 415 responses were obtained from the participants of the study. The response tabulatedunder various sections clearly showed deficiency in the understanding of research ethics. The P value waskept at 0.05 for this study.Conclusion: The participants of the questionnaire survey showed that the institutional ethics committeeswould be very useful for promoting health research and are imperative for appraisal of the health researchprojects. The requirement for a regular teaching about research ethics among the faculty and students ofmedical and dental colleges is very important. Further study in this area is very much needed.

Methodological aspects of regulation of neuroresearch and neurotechnologies in neuroethics

This article is dedicated to methodological questions in ethical regulation of neuroresearch. Neuroethics has emerged recently within the framework of the neuro-trend in modern technoscience; its regulatory capabilities are yet to be discovered. Sciences that study human brain and behavior orient towards existing institutions of ethical regulation, which do not consider the complexity and specificity of the emerging threats and risks. The author examines the circumstances for formation of the research ethics and points of intersection with neuroethics. Research ethics is viewed as a part of bioethics, which not only assessed the potential harm for the examinees, but also the social and anthropological consequences of scientific and technological development. The author provides a “narrow” understanding of research ethics as a system of rules within the framework of particular disciplines, and as a clinical research practice. Based on the historically established ethical regulation of clinical research and the forming beneath our eyes rules of modification of human genome and artificial intelligence, the author demonstrates contradictions and trends of the separate regulatory systems, which should be taken into account to prevent risks in neuroresearch and prediction of social implications of the spread of neurotechnologies. Ethical examination became a part of a complex system of international control of clinical research, which leads to fading of the value component aimed at protection of research subjects. The author underlines two factors that form the types of harm peculiar to neuroresearch: orientation towards technological realization and vulnerability of mental sphere as a subject of research. The conclusion is made on inefficiency of application of the calculation of harm/advantage in ethical assessment of neuroresearch. Leaning on the experience of bioethics, neuroethics requires development of the own systems of rules that would become the institutions of neuroethical regulation. For preventing formalization of ethical control, it is essential to advance extensive socio-humanistic assessment of new achievements in neuroscience, as well as neuroethical education for the scientists.

Ethically important moments – a pragmatic-dualist research ethics

This article analyses and discusses dilemmas, ambivalences and problematic issues related to research ethics. This is done firstly by making a distinction between procedural research ethics and particularistic research ethics. Such a distinction reflects a theoretical construction and generalization. In practice, there can be a very close correlation between the two types. In the following, the distinction will therefore be used as a starting point for the presentation of a pragmatic-dualist research ethics. The approach is dualist because it draws on the presence of two independent, contrasting understandings, which are essentially different yet equal aspects of good research ethics; it is pragmatic because this dualism is structural and institutional by nature, and designed with an eye to what can realistically and expediently be done in practice. Thus the intention of the article is to both analyze and discuss two different understandings of research ethics and simultaneously qualify a research ethics that draws on both of these understandings. Furthermore, the intention is to visualize a different understanding of research ethics which others can address and elaborate on or qualify. Even at this point, this research ethic can be included in a catalogue of understandings of ethical research practice an can be exploited in ethical research practice.

Ethical, methodological, and contextual challenges in research in conflict settings: the case of Syrian refugee children in Lebanon

Research within conflict settings challenges the ethical assumptions of traditional research practice. The tensions between theory and practice were evident in a study of working children among Syrian refugee communities in Lebanon. While the study sought to introduce scientific evidence that might support effective policy solutions, its implementation was marked by a struggle to navigate bureaucracy, vested political interests, climates of xenophobia and sectarianism, and an unfolding military conflict that cast a shadow on the research initiative.The study pushed the researcher to examine privileged understandings of research ethics and elucidated structural, institutional, and societal obstacles beleaguering efforts to support refugees. Many of the challenges of the research process were structural in nature, tethered to the institutional and societal contexts within which the research was conceived and conducted. Some of these entrenched dynamics may be inescapable within the parameters of institutional research, while others may be addressed through greater awareness and preparation. Specifically, researchers studying refugee communities within conflict settings must intentionally reflect on the dynamics that govern refugee politics in the research context. Particular attention must be paid to the elements of xenophobia, violence, and fear that impact participants’ autonomy and agency within the study.Intentional engagement with these dynamics cannot insulate the research process from the coercive realities of the refugee experience, yet researchers do have the opportunity to transparently reaffirm their commitments to ethical practice.

Love as De/Colonial Onto-Epistemology: A Post-Oppositional Approach to Contextualized Research Ethics

In this essay, we describe our path toward a shared understanding of a love-based onto-epistemic orientation to de/coloniality. Our exploration includes the negotiation of our intersectional and entangled identities, subject positions, and understandings of research ethics in education. A de/colonial sensibility is critical in urban educational contexts given the predominance of uninterrogated westernized epistemologies in curriculum and instruction. We seek to bring awareness to the colonial ways scholarly knowledge is constructed, disseminated, and used in urban teacher and leadership education. We critique colonial assumptions from a post-oppositional approach that moves away from antagonistic discourse and toward considering possibilities for a transformative future. We enact our proposed ethical orientation through personal narratives, critical self-reflection, and prioritizing knowledge construction from (non)traditional spaces such as those created by our mothers. We conclude with points of consideration for those engaged in urban education research that center love-based onto-epistemologies and the lived realities of people who are traditionally minoritized, racialized, or ignored in academia.

Ethics ≠ Law

There is an ongoing movement towards situated and relational, rather than static and transcendental, understandings of research ethics within Geography. Yet this tendency has not yet succeeded in destabilising a priori judgements of ethnographic engagements with unlawful spatial practices. As such, many socially and politically important projects are either sidelined or eschewed for fear of liability or complicity. In cases where ethnography is deployed, primarily in the field of participatory action research, the tensions between ethics and legality are not often explicitly engaged with. We want to suggest here, in light of increasing interest amongst geographers in “subversive” spatial practices, that ethnographies of illegality raise a range of important ethical concerns for research practices that also inform broader understandings of situated ethical frameworks. In this vein, the authors draw on past and ongoing ethnographic experiences into illicit spatial practices (or what criminologists have termed “edge ethnographies”) to think through the entire process of research engagement – from planning to data retention – with consideration to the incommensurable relationship between ethics and law where we take situated ethics seriously.

Right to reply: Power and ethics in humanities research: a response to Stolp

In the spirit of open engagement we respond to the article published in the last issue of Acta Academia by Mareli Stolp entitled “Report to the Academy: Power and ethics in humanities research”. This article raises many important issues but also requires, in our opinion, the presentation of an alternative perspective or narrative of the events chronicled. In responding to Stolp’s discussion of this incident, four aspects will be discussed: (1) the conceptual delineation of the scope of research misconduct, research integrity and research ethics, (2) Research ethics and integrity at   Stellenbosch University and the allegation that it used as a managerial tool to supress academic freedom (3) the investigation process itself, and finally (4) the question of innocence or guilt. In conclusion we believe that a limited knowledge and understanding of research ethics particularly as it applies to autoethnography, a context of intra-departmental conflict and a specific historical context led to the conflation of numerous issues and to this series of events.

Ethical challenges in cross‐cultural research: a student researcher's perspective

It is common for international public health researchers from countries such as Australia and New Zealand to undertake research in settings that are culturally different from their own. This may include for example, undertaking research in Indigenous communities; low or middle-income countries; able-bodied researchers conducting disability research; or urban-based students conducting research in rural settings. Undertaking research in different cultural contexts can reveal large differences in values and ethics between the researcher and the study population. Managing these differences can be challenging, and researchers are often required to make judgements in complex situations for which there are typically no simple solutions, and where they may have limited understanding of the socio-cultural and political environment. 1-5 These challenges relate to a range of factors including different practices and worldviews, differences in sociocultural norms, power asymmetries and different understandings of research ethics and principles. 6,7 It is at least partly for these reasons that research proposals are submitted to ethics committees to provide protection and ensure fair benefit sharing of research participants...

Cluster Randomized Trials:Another Look

The type of research known as cluster randomized trials raises ethical questions not readily answered within the standard understanding of research ethics. What distinguishes a CRT is that it randomizes at the level of social groups rather than at the level of individual research participants: in a CRT, the regimen under study might be assigned to a village, hospital, or school. The organizational schemes of CRTs raise an assortment of fundamental ethical problems. In certain CRTs, the question of whether it is possible to obtain individual informed consent is central. Also, if the intervention is offered at the level of a sizable social group, there is usually no realistic possibility for individuals to opt out of the trial. Other ethical questions raised by CRTs have to do with identifying the subjects of research, and indeed with whether “research” is occurring at all.

Experiential Learning and Research Ethics

How can instructors use experiential learning strategies to enhance student understanding of research ethics and responsible research conduct? In this article, the authors review literature on using experiential learning to teach research ethics and responsible research conduct. They present a three-step exercise for teaching research ethics and responsible research conduct using experiential learning strategies. Their primary teaching and learning objective is to broaden student understanding of ethical behavior beyond notions of “right” and “wrong” to a conception of ethical behavior involving thinking critically about all stages of the research process. The authors present assessment data that suggest that participation in the exercise increased knowledge about ethical guidelines and broadened understandings of ethical behavior.