Assuring Ethical Treatment of Students as Research Participants

Ridley, Renee T.

doi:10.3928/01484834-20090610-08

Cited by 19 publications

(22 citation statements)

References 4 publications

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“…We argue that by adopting this peer approach to data collection, we may have contributed to a reduction in any potential for data contamination due to power differentials that may arise when academic staff or their representatives conduct research that involves students as participants, particularly when it involves staff and students from the same institution (Ferguson et al 2004;Ridley 2009). We also argue that as a result of our peer initiated research and the associated data collection, namely peer facilitated focus group interviews.…”

Section: An Important Point Of Differencementioning

confidence: 99%

Simple truths from medical students: Perspectives on the quality of clinical learning environments

Gallagher¹,

Carr²,

Weng³

et al. 2012

Medical Teacher

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Background: The opportunity for students to learn whilst in a clinical placement is a central component of undergraduate medical education and an educationally conducive clinical environment is essential if the student is to optimise learning opportunities. Aim: This study, which was conducted by medical students, and amongst medical students aims to investigate the key conditions that students most value when placed in clinical settings. Methods: A qualitative approach was adopted in which a series of focus group discussions were conducted by senior medical students trained in the facilitation of focus group moderation. In total, 30 students contributed to four separate focus groups. Results: Whilst students identified some factors which were similar to previous studies, other factors considered important to learning in the clinical setting surfaced. Namely, the need for students to be self-motivated and the valuable contribution that other medical students can make to the learning of their peers. Conclusions: Our findings concur with other similar studies. However, our findings were generated by medical students and not subject to influence by university teachers during the data collection and analysis. This not only serves to reinforce previous studies but also supports the use of peer data collection from medical students.

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Section: An Important Point Of Differencementioning

confidence: 99%

Simple truths from medical students: Perspectives on the quality of clinical learning environments

Gallagher¹,

Carr²,

Weng³

et al. 2012

Medical Teacher

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“…First, teacher-researchers should avoid recruiting their own students as research participants (Grant & Sugarman, 2004;Hammack, 1997). However, if the teachers cannot avoid using students in their classes, they should allow third persons to explain the information of informed consent and collect consent forms, as well as keep the informed consent forms until the final grades for this class have been submitted (Cleary et al, 2014;Ferguson et al, 2006;Ridley, 2009). Second, teacher-researchers should provide students adequate time to make a decision-at least 24 hours (Cleary et al, 2014).…”

Section: Eliminating Dual Role Conflict and Coercionmentioning

confidence: 99%

Ethical Issues of Informed Consent: Students as Participants in Faculty Research

Tulyakul¹,

Meepring²

2020

GJHS

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Educators may face an ethical dilemma when they conduct research by using their own students as participants. The dual role conflict, coercion, confidentiality, misconstruction, and unawareness of the informed consent documents have been discussed as ethical issues in such faculty research. The educators as the researchers should be aware of these ethical dilemmas and attempt to implement the informed consent effectively. Thus, this article explores the ethical considerations of informed consent for the educational setting that students are recruited in the faculty research. Furthermore, this article represented recommendations for potentially resolving the ethical dilemmas of informed consent surrounding this phenomenon which consisted of eliminating dual role conflict and coercion, guarding confidentiality, and promoting good construction and awareness of the informed consent documents.

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“…To protect students as a vulnerable population, careful consideration was given to reduce possible coercion in the faculty-student relationship and issues with imbalance of power. [17] There were three stages included in this study. The initial contact allowed the purpose, aim, time commitment, and steps of the research project to be explained and included completion of the VARK c .…”

Section: Methodsmentioning

confidence: 99%

Active versus passive learning: perceptions of undergraduate nursing students

Lee

Schull

Ward-Smith

2016

JNEP

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Background: Knowledge of student learning style preference offers a format for nurse educators to effectively provide classroom instruction. Student learning style was identified based on self-disclosed responses on the VARK c 7.8 to include visual, kinesthetic, read-write, or auditory. Method: Undergraduate nursing students, enrolled in the didactic portion of a required maternal/child course, completed a self-report tool that determined their learning style preference. Data, which allowed each student participant to describe their satisfaction with course presentation, were collected immediately after a class was conducted using (1) passive and (2) active teaching strategies. Results: The majority of study participants were visual in their learning style. Each type of learner reported a preference for active teaching strategies, yet this preference dissipated among kinesthetic learners. Conclusion: Learning style has an effect on course presentation preference. Inclusion of student learning preference may influence the development of critical thinking skills.

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Assuring Ethical Treatment of Students as Research Participants

Cited by 19 publications

References 4 publications

Simple truths from medical students: Perspectives on the quality of clinical learning environments

Simple truths from medical students: Perspectives on the quality of clinical learning environments

Ethical Issues of Informed Consent: Students as Participants in Faculty Research

Active versus passive learning: perceptions of undergraduate nursing students

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