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Marcos Miguel N, Noy S. Human Subjects Research Guidelines for Undergraduate Researchers: An Analysis of Institutional Review Board (IRB) Websites at Top Liberal Arts Colleges in the United States. J Empir Res Hum Res Ethics 2023; 18:263-277. [PMID: 37525569 DOI: 10.1177/15562646231190818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/02/2023]
Abstract
Teaching students about the ethics of Human Subject Research (HSR) should be a fundamental component of students' education about research. In this article, we analyze the Institutional Review Board (IRB) websites of top-ranked Liberal Arts Colleges (LACs) to examine their framing of HSR carried out by undergraduate students. Our descriptive quantitative analysis from 50 top-ranked LACs in the United States indicates that a majority of IRB websites provide information about undergraduate research, and most include information about students' classroom-based research. Our qualitative content analysis of a subsample of ten colleges' IRB websites provides information on how they inform and educate about issues including informed consent and highlight different resources for students including their research advisor, and disciplinary standards. We conclude by discussing recommendations for IRBs in their accessibility to undergraduates.
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Affiliation(s)
- Nausica Marcos Miguel
- Denison University, Granville, OH, USA
- Department of Translation, Interpreting and Communication, Ghent University, Belgium
| | - Shiri Noy
- Denison University, Granville, OH, USA
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Diaz-Martinez LA, Hernandez AA, D’Arcy CE, Corral S, Bhatt JM, Esparza D, Rosenberg M, Olimpo JT. Current Approaches for Integrating Responsible and Ethical Conduct of Research (RECR) Education into Course-based Undergraduate Research Experiences: A National Assessment. CBE LIFE SCIENCES EDUCATION 2021; 20:ar38. [PMID: 34241537 PMCID: PMC8715818 DOI: 10.1187/cbe.20-08-0179] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Course-based undergraduate research experiences (CUREs), which often engage students as early as freshman year, have become increasingly common in biology curricula. While many studies have highlighted the benefits of CUREs, little attention has been paid to responsible and ethical conduct of research (RECR) education in such contexts. Given this observation, we adopted a mixed methods approach to explore the extent to which RECR education is being implemented and assessed in biological sciences CUREs nationwide. Survey and semistructured interview data show a general awareness of the importance of incorporating RECR education into CUREs, with all respondents addressing at least one RECR topic in their courses. However, integration of RECR education within the CURE environment primarily focuses on the application of RECR during research practice, often takes the form of corrective measures, and appears to be rarely assessed. Participants reported lack of time and materials as the main barriers to purposeful inclusion of RECR education within their courses. These results underscore a need for the CURE community to develop resources and effective models to integrate RECR education into biology CUREs.
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Affiliation(s)
- Laura A. Diaz-Martinez
- Campus Office of Undergraduate Research Initiatives (COURI), University of Texas at El Paso, El Paso, TX 79968
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
- Department of Biology (current address), Gonzaga University, Spokane, WA 99258
| | - Aimee A. Hernandez
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Christina E. D’Arcy
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Stephanie Corral
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Jay M. Bhatt
- Department of Pharmacology, School of Medicine, Creighton University, Omaha, NE 68178
| | - David Esparza
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
- Department of Ecology and Evolutionary Biology (current address), Cornell University, Ithaca, NY 14850
| | - Martina Rosenberg
- Department of Biochemistry and Molecular Biology, University of New Mexico, Albuquerque, NM 87131
| | - Jeffrey T. Olimpo
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
- *Address correspondence to: Jeffrey T. Olimpo ()
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Olimpo JT, Diaz-Martinez LA, Bhatt JM, D’Arcy CE. Integration of RCR and Ethics Education into Course-Based Undergraduate Research Experiences in the Biological Sciences: A Needed Discussion. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:18.2.45. [PMID: 28861142 PMCID: PMC5577973 DOI: 10.1128/jmbe.v18i2.1344] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2017] [Accepted: 06/28/2017] [Indexed: 05/09/2023]
Abstract
Course-based undergraduate research experiences (CUREs) have been identified as a promising vehicle to broaden novices' participation in authentic scientific opportunities. While recent studies in the bioeducation literature have focused on the influence of CUREs on cognitive and non-cognitive student outcomes (e.g., attitudes and motivation, science process skills development), few investigations have examined the extent to which the contextual features inherent in such experiences affect students' academic and professional growth. Central among these factors is that of ethics and the responsible conduct of research (RCR)-essential cornerstones of the scientific enterprise. In this article, we examine the intersectionality of ethics/RCR instruction within CURE contexts through a critical review of existing literature that details mechanisms for the integration of ethics/RCR education into undergraduate laboratory experiences in the science domains. Building upon this foundation, we propose a novel, evidence-based framework that seeks to illustrate posited interactions between core ethics/RCR principles and unique dimensions of CUREs. It is our intent that this framework will inform and encourage open dialogue around an often-overlooked aspect of CURE instruction-how to best prepare ethically responsible scholars for entrance into the global scientific workforce.
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Affiliation(s)
- Jeffrey T. Olimpo
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
| | - Laura A. Diaz-Martinez
- Campus Office of Undergraduate Research Initiatives (COURI), The University of Texas at El Paso, El Paso, TX 79968
| | - Jay M. Bhatt
- Department of Chemistry, The University of Texas at El Paso, El Paso, TX 79968
| | - Christina E. D’Arcy
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
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Brame CJ. Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE LIFE SCIENCES EDUCATION 2017; 15:es6. [PMID: 27789532 PMCID: PMC5132380 DOI: 10.1187/cbe.16-03-0125] [Citation(s) in RCA: 165] [Impact Index Per Article: 23.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2016] [Revised: 05/21/2016] [Accepted: 05/23/2016] [Indexed: 05/06/2023]
Abstract
Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool.
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Affiliation(s)
- Cynthia J Brame
- Center for Teaching and Department of Biological Sciences, Vanderbilt University, Nashville, TN 37203
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Doubleday AF, Wille SJ. We are what we do: Examining learner-generated content in the anatomy laboratory through the lens of activity theory. ANATOMICAL SCIENCES EDUCATION 2014; 7:361-369. [PMID: 24415581 DOI: 10.1002/ase.1434] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2013] [Revised: 12/03/2013] [Accepted: 12/11/2013] [Indexed: 06/03/2023]
Abstract
Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities.
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Affiliation(s)
- Alison F Doubleday
- Department of Oral Biology, College of Dentistry, University of Illinois at Chicago, Chicago, Illinois
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Campos-Sánchez A, López-Núñez JA, Scionti G, Garzón I, González-Andrades M, Alaminos M, Sola T. Developing an audiovisual notebook as a self-learning tool in histology: perceptions of teachers and students. ANATOMICAL SCIENCES EDUCATION 2014; 7:209-218. [PMID: 23893940 DOI: 10.1002/ase.1386] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2012] [Revised: 05/25/2013] [Accepted: 06/10/2013] [Indexed: 06/02/2023]
Abstract
Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self-learning processes.
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Affiliation(s)
- Antonio Campos-Sánchez
- Department of Histology, Medical School, University of Granada, Granada, Spain; Department of Didactics and School Organization, University of Granada, Faculty of Education Sciences, Granada, Spain
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