An Evaluation of Research Ethics in Undergraduate Health Science Research Methodology Programs at a South African University

Abstract

The amended research ethics policy at a South African University required the ethics review of undergraduate research projects, prompting the need to explore the content and teaching approach of research ethics education in health science undergraduate programs. Two qualitative data collection strategies were used: document analysis (syllabi and study guides) and semi-structured interviews with research methodology coordinators. Five main themes emerged: (a) timing of research ethics courses, (b) research ethics course content, (c) sub-optimal use of creative classroom activities to facilitate research ethics lectures, (d) understanding the need for undergraduate project research ethics review, and (e) research ethics capacity training for research methodology lecturers and undergraduate project supervisors.

The features and qualities of online training modules in research ethics: a case study evaluating their institutional application for the University of Botswana

“…Consistent with this progress, institutions of higher learning in sub-Saharan region seem to be requiring increased training capacity for researchers (Ajuwon & Kass, 2008;Ateudjieu et al, 2010;Coetzee, Hoffmann, & de Roubaix, 2015;Hyder et al, 2013;Millum et al, 2013). Recent studies conducted in Botswana, however, show that limited research ethics training is available for UB academic staff, Institutional Review Board (IRB) members and students (Barchi, Kasimatis-Singleton, Kasule, Khulumani, & Merz, 2013;Barchi, Matlagela, Jones, Kebaabetswe, & Merz, 2015;Hyder et al, 2013;Ndebele et al, 2014;Ralefala, Ali, Kass, & Hyder, 2016).…”