Does Attendance of Students and Supervisors at Meetings Affect the Opinions of NHS Research Ethics Committees of Student Projects?

Heasman, P. A.; Preshaw, Philip M.; Turnock, Chris; Gray, Joanne

doi:10.1177/174701610900500303

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Students who develop relationships with REBs have better understanding of processes governing research ethics and use that knowledge to mitigate risks in health research (Shore, 2009; Snowden, 2014). When students attend REB meetings for the review of their research project they show ownership for their research, can answer ethical concerns, and benefit from the educational experience (Heasman et al, 2009). Some REBs also include a student member of the board whose experiences can then be used to mentor other students with research ethics processes (Walton et al, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Graduate students’ experiences with research ethics in conducting health research

et al. 2016

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Graduate students typically first experience research ethics when they submit their masters or doctoral research projects for ethics approval. Research ethics boards in Canada review and grant ethical approval for student research projects and often have to provide additional support to these novice researchers. Previous studies have explored curriculum content, teaching approaches, and the learning environment related to research ethics for graduate students. However, research does not exist that examines students' actual experience with the research ethics process. Qualitative description was used to explore the research ethics review experience of 11 masters and doctoral students in health discipline programs. Data analysis revealed four themes: curriculum, supervisor support, the ethics application process, and students' overall experience. The results of this research suggest ideas for enhancing curriculum, deepening students' relationships with supervisors, and developing the role of research ethics boards to support education for novice researchers. This study contributes

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Section: Literature Reviewmentioning

confidence: 99%

Graduate students’ experiences with research ethics in conducting health research

et al. 2016

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The ethics committee: a facilitator or barrier to research?

Paniagua

2012

Practice Nursing

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For many years the NHS has had the benefit of research ethics committees (RECs) which play an important role in governing research. The decision that a research project may proceed is an important management responsibility of an REC not only because of the importance of making sure that all research is ethical, but because research itself involves the take up of valuable and often scarce NHS resources. Given RECs’ duty, it is surprising that there are no standards for RECs to judge their ethical reasoning by nor guidelines on how to make their final decisions. Inevitably RECs face constant criticism about their opinions and many researchers field their questions with little knowledge about RECs and the way they work. The aim of this article is to demystify RECs, and outline what applicants can expect when submitting their proposals to them. Having a better understanding of RECs, should help prepare practitioners and provide them with the information they need to work their way through the ethical approval process.

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Does Attendance of Students and Supervisors at Meetings Affect the Opinions of NHS Research Ethics Committees of Student Projects?

Cited by 2 publications

References 3 publications

Graduate students’ experiences with research ethics in conducting health research

Graduate students’ experiences with research ethics in conducting health research

The ethics committee: a facilitator or barrier to research?

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