AHRC Network on Ethics Education for

Neuroscientists

1. Present state of ethics education for neuroscientists (June 2012)

2. The ideal state of ethics education for neuroscientists in 2015 (17-18 September 2012)

3. What needs to be done to fill the gaps between the ideal state and the present state of ethics education (January 2013)

4. Getting from here to there (Spring 2013)

Introduction to the Network Surveys of ethics education in neuroscience

courses Findings of scoping visits to institutions in

Sweden and the US Reports on current practice in UK universities

and where ethics fits into neuroscience courses

Discussion of needs, attitudes, aims, content, delivery, and desired outcomes from Network activities

• Ethics teaching in neuroscience courses both in UK and other countries tends to be limited to ‘survival ethics’ – i.e. what is necessary for research ethics approval; some responsible conduct of research.

• Perception as being about form-filling, compliance with rules, avoidance of liability, a burden on time.

• Move to procedural ethics has reduced the emphasis on professionalism and responsibility.

• There is interest in going beyond survival ethics, but various constraints were reported including lack of time, resources and expertise, and institutional constraints (such as limited space in course structures).

• National database of good examples

• Development and collation of materials

• Aim for ‘complete researchers’, with broad range of skills, tools to work on issues independently and critically, and use appropriate analytical approaches

• Practical emphasis, assist in understanding move from abstract to application, use of problem-based studies

• New / collated materials such as case studies, key papers, essays and systems for their exchange

• Training

•How much tailoring to discipline (even within neuroscience) might be needed?

•Would incorporating it in the core curriculum remove flexibility?

•What starting point will engage scientists best?

•Appropriateness / effectiveness of web-based courses?

•What are the minimum standards?

• Consensus statement / vision to be produced for Workshop 2

• Ideal course outlines for Workshop 2

• Collation and sharing of resources for both teachers and students

• Textbook; papers; list of journals

• Further consideration of appropriate methods of delivery and forms of assessment (and collation of experiences in these areas)

• Building the network

• Identifying and pursuing further funding opportunities