1. Curricular Approaches in Research Ethics Education: Reflecting on More and Less Effective Practices in Instructional Content
Brett S. Torrence, M.S., Logan L. Watts, Ph.D. , Tyler J. Mulhearn, M.S., Megan R. Turner, B.S., E. Michelle Todd, B.S., Michael D. Mumford, Ph.D., and Shane Connelly, Ph.D.
Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
ABSTRACT
Over the past decade, the effectiveness of ethics education programs has increased with regard to trainee outcomes, such as knowledge, awareness, and ethical decision making. However, despite the overall
improvement in training effectiveness, considerable variability still exists across programs. One potential source of variability arises from the substantial range in instructional training content utilized across
ethics training courses. The goal of the present effort was to clarify which approaches in ethics education result in positive training outcomes through the identification of instructional content themes. Through
a qualitative review of ethics training courses, we identified key themes in instructional content curriculum associated with effective courses: domain-general, domain-specific, standard compliance,
professionalism, and process-based. In addition, we identified key themes associated with less effective courses: mixed-specificity, narrow coverage, and idealized ethics. Descriptions and key characteristics of
each theme along with example courses are provided. Implications of the content themes for ethics education are discussed.
KEYWORDS
Ethics; ethics content; ethics education; ethics training; instructional content; responsible conduct of research
2. Effective Practices in the Delivery of Research Ethics Education: A Qualitative Review of Instructional Methods
E. Michelle Todd, B.S. , Brett S. Torrence, M.S., Logan L. Watts, Ph.D. , Tyler J. Mulhearn M.S., Shane Connelly, Ph.D., and Michael D. Mumford, Ph.D.
Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
ABSTRACT
In order to delineate best practices for courses on research ethics, the goal of the present effort was to identify themes related to instructional methods reflected in effective research ethics and responsible
conduct of research (RCR) courses. By utilizing a qualitative review, four themes relevant to instructional methods were identified in effective research ethics courses: active participation, case-based activities, a
combination of individual and group approaches, and a small number of instructional methods. Three instructional method themes associated with less effective courses were also identified: passive learning, a
group-based approach, and a large number of instructional methods. Key characteristics of each theme, along with example courses relative to each theme, are described. Additionally, implications regarding
these instructional method themes and recommendations for best practices in research ethics courses are discussed.
KEYWORDS
Ethics; ethics education; ethics methods; ethics training; instructional methods; research ethics; responsible conduct of research
3. More Declassified Evidence Implicates CIA Physicians in Unethical Research
Renée Llanusa-Cestero, M.A., M.Phil.
Independent Researcher, New York, New York, USA
ABSTRACT
In 2010, in an article in this journal, I argued that declassified documents implicated Central Intelligence Agency (CIA) physicians in the conduct of unethical research on enhanced interrogation using detainee
subjects. The focus, then as now, is upon physicians at the Office of Medical Services (OMS). The 2010 article highlighted the heavily redacted “ Draft OMS Guidelines on Medical and Psychological Support to
Detainee Interrogations” (the Draft). This commentary focuses upon the recently declassified final version of that document revealing further culpable evidence of unethical human subject research.
The commentary locates that unethical research in historical context and the development of the Nuremberg Code. The commentary also locates enhanced interrogation in contemporary political context and
considers how to hold OMS physicians accountable for the conduct of unethical human research using detainee subjects.
KEYWORDS
Central Intelligence Agency; declassified documents; detainee subjects; enhanced interrogation; Nuremberg Code; unethical human subject research
