Concern for risks involved in the research and the participants involved in the study is a duty of the researcher (Lindorff, 2010). Topics that an ethical researcher should consider are “justice, beneficence and respect for persons” (Lindorff, 2010, p. 53). Justice refers to fairness in selection of participants and the time required by participants. Justice relates to protecting participants but also benefiting the public, not just certain entities. There are concerns regarding non-medical research and the benefactors from the results obtained. The parties involved in non-medical research need to be mindful of ethical considerations (Lindorff, 2010). Another vulnerable population is students. Higher education organizations need to be careful of teachers performing research and using students as the participants. The students may feel a need to participate to avoid negative consequences.
There are guidelines to follow when building an ethical research environment (Lategan, 2012). At a higher education institution, faculty members carry out their duties with integrity and ethical standards. Consideration is also given by faculty for the institution’s standards. Faculty members practice autonomy when given the opportunity to develop research in an ethical manner that adds to the body of knowledge (Lategan, 2012).
Beneficence refers to the benefits of a research outweighing the risks involved (Lindorff, 2010). Ethical acceptance is when the risk is minor but the benefits are great. Not only are the participants or the researcher considered, but other parties that may be indirectly involved should be considered as well. The third ethical concept is respect for persons (Lindorff, 2010). This concept requests for resp...
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.... (2012). Ethics in higher education research. Studies in Higher Education, 1-14. http://dx.doi.org/10.1080/03075079.2011.647766
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Riviere, D. (2011). Looking from the outside/in: Re-thinking research ethics review. Journal of Academic Ethics, 9, 193-204. http://dx.doi.org/10.1007/s10805-011-9139-y
Shapira-Lishchinsky, O. (2012). Mentors’ ethical perceptions: implications for practice. Journal of Educational Administration, 50(4), 437-462. http://dx.doi.org/10.1108/09578231211238585
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During the course of this assignment there will be a number of ethical terms used that it would be helpful at this stage to introduce. Beneficence is a principle used during interactions with people that would see the Professiona...
Those who were affected by the testing in hospitals, prisons, and mental health institutions were the patients/inmates as well as their families, Henrietta Lacks, the doctors performing the research and procedures, the actual institutions in which research was being held, and the human/health sciences field as a whole. Many ethical principles can be applied to these dilemmas: Reliance on Scientific Knowledge (1.01), Boundaries of Competence (1.02), Integrity (1.04), Professional and Scientific Relationships (1.05), Exploitative Relationships (1.07, a), Responsibility (2.02), Rights and Prerogatives of Clients (2.05), Maintaining Confidentiality (2.06), Maintaining Records (2.07), Disclosures (2.08), Treatment/Intervention Efficacy (2.09), Involving Clients in Planning and Consent (4.02), Promoting an Ethical Culture (7.01), Ethical Violations by Others and Risk of Harm (7.02), Avoiding False or Deceptive Statements (8.01), Conforming with Laws and Regulations (9.01), Characteristics of Responsible Research (9.02), Informed Consent (9.03), and Using Confidential Information for Didactic or Instructive Purposes (9.04), and Debriefing (9.05). These particular dilemmas were not really handled until much later when laws were passed that regulated the way human subjects could be used for research. Patients
During the process of research, professionals collect data or identifiable private information through intervention or interaction. While this is a vital part of the scientific and medical fields, every precaution must be taken by researchers to protect the participants' rights. Ethics, outlined by the Belmont report; requirements, described by the Department of Health and Human Services (DHHS); and regulations, laid out by the Food and Drug Administration (FDA) are verified by an Institutional Review Board (IRB). This procedure assures that all human rights are safeguarded during the entire research process.
Margaret R.,DeCosse, David, Andre, Claire, & Hanson Markkula, Kirk O. (1988). Center for Applied Ethics at Santa Clara University. Issues in Ethics, V. 1, N. 2. Sobel, Russell S. &
In the United States, the basis for ethical protection for human research subjects in clinical research trials are outlined by the Belmont Report developed in the late 1970’s. This document, published by the Nation Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, highlights three important basic principles that are to be considered when any clinical trial will involve human research subjects. They are; respect for persons, beneficence, and justice. (Chadwick & Gunn, 2004)
This paper is on a Harvard case study of Pat Parker, a lawyer who conducts political oppositional research and prepares reports. The work is done by contract between Parker and the candidate's campaign. The scenario is that Parker previously provided a report to a campaign, two years later; a group of lawyers who supported the candidate's opponent wants to buy the report plus other materials. The three parts of the paper include: the legal analysis, the ethical analysis and the recommendation for action. The paper considers contract law, copyright law, campaign statutes and codes of ethics. Bibliography lists 6 sources. Pat Parker conducts research grant applications (R01) to investigate ethical issues in human subjects research. The Code of Federal Regulations - Protection of Human Subjects (45 CFR, Part 46) provides a regulatory framework that all Parker-supported researchers must follow. Recent developments in biomedical and behavioral research, however, including the rapid growth of new interventions and technologies, increasing involvement of foreign populations in clinical research, and concerns about financial conflicts of interest among researchers, challenge investigators' abilities to interpret and apply the regulations (Buergenthal, 1995). Other situations (e.g., research with vulnerable populations, the use of data banks or archives, research on stigmatizing diseases or conditions) may present difficulties for identifying strategies, procedures, and/or techniques that will enhance/ensure the ethical involvement of human participants in research. The purpose of this program announcement is to solicit research addressing the ethical challenges of involving human participants in research in order to inform and optimize...
An Ethical, Not a Legal, Problem.” Ethics in the 21st Century. Ed. Mary Alice Trent. Pearson Education, 2005. 113-119.
To sum things up, the ethical demeanor of research involves respect for the safety and rights of subjects during the sequence of the trial. This includes protecting privacy and confidentiality, monitoring the condition of research subjects to assure their safety, terminating study participation in the case of hostile events, and notifying enrolled subjects about new risks, benefits, or other information that may bear upon subjects’ decisions to continue enrollment in the research. As new evidence shows itself, trial investigators and data safety monitoring boards (DSMBs) can alter the study plan, initiate notice of enrolled subjects, make changes to the informed consent policies, or stop the trials earlier than intended. Investigators should soon classify a technique for ensuring effective communication between the IRB and DSMB throughout these studies.
O'Neill, Terry (ed.). Biomedical Ethics: Opposing Viewpoints. Greenhaven Press, Inc., San Diego CA, © 1994. pp. 185-196.
Steinbock, Bonnie, Alex J. London, and John D. Arras. "The Principles Approach." Ethical Issues in Modern Medicine. Contemporary Readings in Bioethics. 8th ed. New York: McGraw-Hill, 2013. 36-37. Print.
Looking beyond the Nuremberg Code and applying it to modern medical research ethics, there are many challenges that it poses. Many have argued that the Code tries to provide for all unforeseen events, which restricts the researcher by requiring him to anticipate every situation, demanding the impossible. The most important contribution of the Code is the first principle, which says that voluntary consent of the human subject is absolutely essential. The subject involved should have legal capacity to give consent, should have free power of choice, as well as sufficient knowledge and comprehension of the experiment. This restricts that populations upon which some experiment may be conducted, since many do not have “legal capacity”. For instance, studies of mental illness and children’s diseases have been curtailed because neither of these populations has the legal capacity to give consent. Another group of people, prisoners, are never really able to give voluntary consent since they might be enticed by financial rewards, special treatment, and the hope of early release in exchange for participating in the human experimentation projects. British biostatitcian Sir Austin Bradford Hill also questioned whether it was important to inform a research subject who was receiving a placebo since it does...
Freedman B. Equipoise and the ethics of clinical research. N Engl J Med. 1987; 317(3): 141-145
Following the ethical codes and getting approval from the Institutional Review Board (if the study has human subjects) can really decrease the possibility of any harm being done to the participants. A perfect example of a research study that had lots of things unethical practices was the Tuskegee Syphilis study:
The article titled “Contemporary Ethical Analyses: A Shortfall in Scientific Knowledge” describes the ethics through the public’s eye. One of the major ethical issues brought up is informed consent.
Ethics is the study of moral values and the principles we use to evaluate actions. Ethical concerns can sometimes stand as a barrier to the development of the arts and the natural sciences. They hinder the process of scientific research and the production of art, preventing us from arriving at knowledge. This raises the knowledge issues of: To what extent do moral values confine the production of knowledge in the arts, and to what extent are the ways of achieving scientific development limited due to ethical concerns? The two main ways of knowing used to produce ethical judgements are reason, the power of the mind to form judgements logically , and emotion, our instinctive feelings . I will explore their applications in various ethical controversies in science and arts as well as the implications of morals in these two areas of knowledge.