No abstract

Recent epidemiological trends in HIV/AIDS have helped draw attention to minority adolescents as especially high risk for HIV acquisition. Research shows the importance of maternal-child closeness and sexual communication in decreasing adolescent risk behaviors. The information, motivation, behavioral skills model (IMB) formed the framework for this pilot study whose purpose was to examine the informational and motivational antecedents of heterosocial risks in African American middle-school-aged girls and the maternal influence on these risks. Thirty-nine mother-daughter dyads participated, of whom 54% were impoverished. The girls' intent to stay safe, perceived social norms, and closeness to mother were negatively correlated with reported participation in potentially risky situations. Early interventions may enhance mother-daughter bonding, increasing sexual communication, and decreasing girls' participation in risky behaviors. This pilot study provides direction regarding testing of the IMB model in studies focused on early adolescent behaviors and mother-daughter interactions.

Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses (i.e., face-to-face, online, hybrid). The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online were most effective when restricted to compliance-based instructional contents. Overall, hybrid courses were found to be most effective, suggesting that ethics courses are best delivered using a blend of formats and content areas. Implications and recommendations for future development of ethics education courses in the sciences are discussed.

Approximately 50% of new HIV infections in the US occur in teenagers, with African American females making up a disproportionate number. The purpose of this study was to identify factors that could encourage delaying sexual debut. Twenty-eight African American mothers and their early adolescent daughters were recruited from four inner-city community centers. Seven separate focus groups were conducted for mothers and daughters using principles of Participatory Action Research. Four codes emerged from the data: social norms regarding sex, males, self-esteem, and family structure. These codes support the importance of an intervention to facilitate sexual communication between a mother and her daughter.

In order to delineate best practices for courses on research ethics, the goal of the present effort was to identify themes related to instructional methods reflected in effective research ethics and responsible conduct of research (RCR) courses. By utilizing a qualitative review, four themes relevant to instructional methods were identified in effective research ethics courses: active participation, case-based activities, a combination of individual and group approaches, and a small number of instructional methods. Three instructional method themes associated with less effective courses were also identified: passive learning, a group-based approach, and a large number of instructional methods. Key characteristics of each theme, along with example courses relative to each theme, are described. Additionally, implications regarding these instructional method themes and recommendations for best practices in research ethics courses are discussed.