the role of research ethics committees to establish ... · the role of research ethics committees...
TRANSCRIPT
The role of Research Ethics
Committees to establish
integrity awareness in a
University research context
National Science and Technology Forum, Discussion Forum on “Ethics and
Professional Integrity”, Emperors Palace, Gauteng, South Africa, 19 March 2015
Dr Willem A Hoffmann
Chair: TUT Research Ethics Committee
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TUT ETHICS POLICY
“… to independently evaluate,
approve & monitor research that
involves humans, animals and the
environment within a framework
of generally accepted research
ethics guidelines”
Policy on Research Ethics, Revised Policy document (Nov 2009)
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RESEARCH
ETHICS
COMMITTEES
Ethics
Monitoring
Ethics
Education
Ethics
Advice
Independent
Ethics Review
Guideline
Development
Ethics
Reporting
RESEARCH
ETHICS
COMMITTEES
Ethics
Monitoring Ethics
Advice
Independent
Ethics Review
Guideline
Development
Ethics
Reporting Ethics
Education
ANCIENT CURRICULA
Classical Academy Subjects:
• Mathematics
• Literature
• History
• Music
• Gymnastics
• Philosophy (Ethics)
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UNIVERSAL DECLARATION ON
BIOETHICS & HUMAN RIGHTS (2005)
“… ethics committees should …
foster debate, education and public
awareness of … (bio)ethics” [Article
19(d)]
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Undergraduate
Students
Ethics
Educators
ETHICS
EDUCATION
Postgraduate
Students
Postgraduate
Supervisors
UNDERGRADUATE STUDENTS
Academic Fields: Health Sciences, Arts, Social Sciences,
Management Sciences, ICT,
Engineering, Law Curriculum Development:
Professional Integrity & Codes
“Promotional” Material:
Posters (Plagiarism)
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(18 March 2015)
POSTGRADUATE STUDENTS
Research Ethics Principles: Focus
on awareness, knowledge, critical
reflection, application, integrity &
moral accountability
International & National Guidelines
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POSTGRADUATE SUPERVISORS
Supervisor Training:
1) In-depth understanding of
research ethics principles;
2) To provide guidance on project
ethics to postgraduate students;
3) To be role models of integrity
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(6 May 2013)
ETHICS EDUCATORS
Lecturer/Educator Development:
Knowledge; reasoning skills;
presentation skills; assessment skills;
learners’ moral development
REC Members: Proven ethics
educator skills
Ethics Education:
Specialist field
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Socratic
Dialogue
Authentic
Role models
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ETHICS EDUCATION?
“… ethics cannot be taught but
rather, can be learnt through
observational and educational
learning, and through experiential
participation” (Ssebunnya, 2013:49)
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RECOMMENDATIONS
1) Tertiary curricula: Development
of “ethics” as fundamental
concept in all curricula
2) Ethics education scholarship:
Recognition as a specialist area
(2018 IAEE conference)
3) REC Members: Involve in direct
training of postgrad supervisors
and educators http://greengrowthconsulting.files.wordpress.com/2013/04/understanding.jpg (12 Sep 2013)
The UNESCO Universal Declaration on Bioethics and Human
Rights: Background, principles and application, (Eds.) Ten Have,
H.A.M.J. & Jean, M.S., (2009), UNESCO: Paris, pp.370
UNESCO. (2008). Bioethics Core Curriculum, Section 1: Syllabus
Ethics Education Programme. UNESCO, Sector for Social and
Human Sciences, Division of Ethics of Science and Technology,
Paris, 68pp.
UNESCO. (2011). Bioethics Core Curriculum, Section 2: Study
Materials, Ethics Education Programme. UNESCO, Sector for
Social and Human Sciences, Division of Ethics of Science and
Technology, Paris, 92pp.
SSEBUNNYA, G.M. (2013). Beyond the hidden curriculum: The
challenging search for authentic values in medical ethics
education. South African Journal of Bioethics & Law, 6(2):48-51.
REFERENCES