BackgroundThe use of lengthy, detailed, and complex informed consent forms (ICFs) is of paramount concern in biomedical research as it may not truly promote the rights and interests of research participants. The extent of information in ICFs has been the subject of debates for decades; however, no clear guidance is given. Thus, the objective of this study was to determine the perspectives of research participants about the type and extent of information they need when they are invited to participate in biomedical research.MethodsThis multi-center, cross-sectional, descriptive survey was conducted at 54 study sites in seven Asia-Pacific countries. A modified Likert-scale questionnaire was used to determine the importance of each element in the ICF among research participants of a biomedical study, with an anchored rating scale from 1 (not important) to 5 (very important).ResultsOf the 2484 questionnaires distributed, 2113 (85.1%) were returned. The majority of respondents considered most elements required in the ICF to be ‘moderately important’ to ‘very important’ for their decision making (mean score, ranging from 3.58 to 4.47). Major foreseeable risk, direct benefit, and common adverse effects of the intervention were considered to be of most concerned elements in the ICF (mean score = 4.47, 4.47, and 4.45, respectively).ConclusionsResearch participants would like to be informed of the ICF elements required by ethical guidelines and regulations; however, the importance of each element varied, e.g., risk and benefit associated with research participants were considered to be more important than the general nature or technical details of research. Using a participant-oriented approach by providing more details of the participant-interested elements while avoiding unnecessarily lengthy details of other less important elements would enhance the quality of the ICF.Electronic supplementary materialThe online version of this article (10.1186/s12910-018-0318-x) contains supplementary material, which is available to authorized users.

Distributed leadership offers a new thinking in transforming school's leadership. Professional learning community has been identified to have a strong influence on the teaching quality of teachers. This article examines the relationship of distributed leadership of secondary school administrators with professional learning community. The literatures suggest that distributed leadership perspective is a good alternative strategy to improve the quality of educational institutions, but empirical evidence shows the relationship of distributed leadership and professional learning community is limited. Data were collected from 592 teachers working in secondary schools in Negeri Sembilan, Malaysia. Data analysis was done based on Structural Equation Modeling using AMOS software. The study found that distributed leadership (DL) has a positive and strong correlation relationship with professional learning community (PLC), r = 0.844, p < 0.001. Regression weight analysis for DL -> PLC shows that regression coefficient value, β = 1.182. This explains that when distributed leadership variable (DL) goes up by 1 unit, the professional learning community variable (PLC) will also go up by 1182 units. The distributed leadership (DL) exogenous variable in the regression model can significantly predict the change in the professional learning community (PLC) endogenous variable. The results show the value of variance in professional learning community (PLC) endogenous variable predicted by distributed leadership (DL) exogenous variable for DL -> PLC pathway. Estimated value = 0.835 (C.R. = 6.174, p < 0.001) indicates that as much as 83.5% of the variance in professional learning community (PLC) variables can be predicted by the distributed leadership (DL) variable. In conclusion, a strong positive relationship was revealed between distributed leadership of secondary school administrators and professional learning community. Distributed leadership of secondary school administrators was also a significant predictor of professional learning community. Therefore, the findings of the study indicate that distributed leadership practiced by school administrators is a crit-

Distributed leadership offers a new-thinking in transforming the school's leadership. Teachers' collective efficacy and professional learning community have been identified to have a strong influence on improving the teaching quality of teachers. This article examines the effects of distributed leadership of secondary school administrators on teacher collective efficacy and professional learning community. The literature suggests that distributed leadership perspective is a good alternative strategy to improve the quality of educational institutions, but empirical evidence showing the effects of distributed leadership on teachers’ collective  efficacy and professional learning community that can improve the quality of teacher’s teaching is limited. Data were collected from 592 teachers working in secondary schools in Negeri Sembilan, Malaysia. Distributed leadership of secondary school administrators were determined with Distributed Leadership Inventory developed by Hulpia (2009) while teachers’ collective efficacy was determined using the Collective Efficacy Scales developed by Goddard and Hoy (2003) and professional learning community was determined with the School Professional Staff as Learning Community Questionnaire developed by Hord (1996). Data analysis was done based on Structural Equation Modeling using AMOS software. Regression weight, variance and squared multiple correlations tests were used in data analysis. In conclusion, a strong positive relationship was revealed between distributed leadership of secondary school administrators on teachers’ collective efficacy and professional learning community. Distributed leadership of secondary school administrators was also a significant predictor of teachers’ collective efficacy and professional learning community.