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INTRODUCTION TO RESEARCH ETHICS Ghaiath M.A. Hussein Assistant Professor, Faculty of Medicine King Fahad Medical City King Saud Bin Abdulaziz University for Health Sciences Contacts:  [email_address] ; 00966566511653
OUTLINE OF PRESENTATION  ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
OUTLINE OF PRESENTATION  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
INTRODUCTION  ,[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHAT IS RESEARCH? ,[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
خريطة توضح حجم دول العالم من حيث الإنفاق على البحوث والتنمية وأكثر واقل عشر دول إنفاقا على البحوث في العالم  ( بالدولار لكل مواطن لكل عام ).  المصدر :  www.worldmapper.org Research Ethics, Jan. 2011
خريطة توضح حجم دول العالم من حيث عدد المقالات العلمية المنشورة، وجدول يوضح عدد المقالات العلمية المنشورة لكل مليون من السكان لعام  2001 م .  المصدر :  www.worldmapper.org Research Ethics, Jan. 2011
Research Ethics, Jan. 2011
THE KNOWLEDGE MANAGEMENT CYCLE Research Policy makers Statistics  Clinicians  Research Ethics, Jan. 2011
HOW DOES RESEARCH IMPROVE HEALTH? 3/15/2010 Research Ethics. Ghaiath Research Ethics, Jan. 2011
WHAT MAKES A GOOD RESEARCH? Research Ethics, Jan. 2011
CRITERIA OF “GOOD” RESEARCH ,[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHAT’S RESEARCH ETHICS? ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
HISTORICAL BACKGROUND Born in Scandal… The Evolution of Research Ethics Research Ethics, Jan. 2011
EIGHTEENTH AND NINETEENTH CENTURY  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
HISTORY OF RESEARCH ETHICS ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
NAZI DOCTORS’ EXPERIMENTATION Research Ethics, Jan. 2011
INTERNATIONAL RESEARCH GUIDELINES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
THE NUREMBERG CODE (1947)  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
THE DECLARATION OF HELSINKI (DOH) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WORLD MEDICAL ASSOCIATION WMA(1964) ,[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
Research Ethics, Jan. 2011
WILLOWBROOK STUDY, NEW YORK 1956-1972, NYU ,[object Object],[object Object],Research Ethics, Jan. 2011
THE BELMONT REPORT (1979) ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
COUNCIL FOR INTERNATIONAL ORGANIZATIONS OF MEDICAL SCIENCE (CIOMS) GUIDELINES (1993) ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
INTERNATIONAL CONFERENCE ON HARMONISATION (ICH) ,[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
IS IT OVER?... TORVAN TRIAL IN KANO, NIGERIA ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
ETHICAL PRINCIPLES OF RESEARCH What makes research ethical? Research Ethics, Jan. 2011
WHAT MAKES THE RESEARCH ETHICAL? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHAT MAKES THE RESEARCH ETHICAL? (CONT.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHAT MAKES THE RESEARCH ETHICAL? (CONT.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHAT ARE THE ETHICAL ISSUES THAT ARISE IN RESEARCH? Benefit/harm analysis Vulnerability (Risk-Vulnerability Matrix) Informed Consent Fairness and equity in research participation Privacy and confidentiality Conflict of Interests (COI) Research Ethics, Jan. 2011
BENEFITS ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
BENEFITS TO RESEARCH SUBJECTS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
BENEFITS TO RESEARCH SUBJECTS ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
BENEFITS TO RESEARCH SUBJECTS ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
RISK/HARM ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
TYPES OF RISKS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
NAZI EXPERIMENTS Research Ethics, Jan. 2011
HIGH ALTITUDE EXPERIMENTS Research Ethics, Jan. 2011
TYPES OF RISK…CONT. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
THE FORGOTTEN RISKS! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
RISK TO THE SOCIETY: ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
CATEGORIZATION OF RISK ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
MINIMAL RISK ,[object Object],Research Ethics, Jan. 2011
CLINICAL EQUIPOISE ,[object Object],[object Object],Research Ethics, Jan. 2011
CLINICAL EQUIPOISE ,[object Object],Research Ethics, Jan. 2011
Research Ethics, Jan. 2011
MINIMIZATION OF RISK ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
MINIMIZATION OF RISK ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
MINIMIZATION OF RISK ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
MINIMIZATION OF RISK ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
MINIMIZATION OF RISK ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
VULNERABILITY (RISK-VULNERABILITY MATRIX)
DEFINITION ,[object Object],[object Object],Research Ethics, Jan. 2011
WHO IS VULNERABLE? Making use of this definition… let’s brainstorm! Research Ethics, Jan. 2011  www.amanet-trust.org
WHO IS VULNERABLE? ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHO IS VULNERABLE? ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHO IS VULNERABLE? ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
REQUIREMENTS FOR INVOLVING CHILDREN IN RESEARCH ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
ASSESSMENT OF RISK IN CHILDREN ,[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHO IS VULNERABLE? ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHO IS VULNERABLE? ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHO IS VULNERABLE? ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHO IS VULNERABLE? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
HOW TO DECIDE? ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
ASSESSMENT OF RISK-VULNERABILITY  Research Risk  depends on both  Level of Invasiveness  (physical, psychological or emotional) and  Vulnerability  of participants. Vulnerability  is generally a  pre-existing condition, in that it exists regardless of whether the research is conducted or not. It can be  inherent  or  situational .
TRI-COUNCIL POLICY STATEMENT ETHICS REVIEW (CONT.) Invasiveness : consider the physical, psychological, emotional and legal harms that could be caused by or exacerbated by the research. Group  Invasiveness  Vulnerability Low Medium High Low  Exp. Exp. Full Medium  Exp. Full Full High  Full Full Full
EXAMPLES: Low Vulnerability/Medium Invasiveness: Anonymized survey of health care practitioners to determine whether their work environment poses challenges to their practice. High Vulnerability/Medium Invasiveness: Determining whether obese children aged 9 to 12 adhered to a diet recommended by their family physician.
RISK/VULNERABILITY MATRIX Research Ethics, Jan. 2011
CONCLUSION  ,[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
INFORMED CONSENT
DEFINITION : ,[object Object],[object Object],Research Ethics, Jan. 2011
COMPONENTS OF FIC : ,[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
Disclosure   VOLUNTARINESS Capacity Research Ethics, Jan. 2011
1. DISCLOSURE ,[object Object],Research Ethics, Jan. 2011
EIGHT REQUIRED ELEMENTS [45 CFR 46.116(A) & 21 CFR 50.25] ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
EIGHT REQUIRED ELEMENTS [45 CFR 46.116(A) & 21 CFR 50.25] ,[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
SIX ADDITIONAL ELEMENTS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
FORMS OF CONSENT ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WAIVER OF INFORMED CONSENT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
DOCUMENTATION OF INFORMED CONSENT  ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
PRINCIPLES FOR PROVIDING INFORMATION TO THE PARTICIPANT: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
2. CAPACITY : ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
3. VOLUNTARINESS : ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
VOLUNTARINESS ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
MANIPULATION ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
PRACTICAL CHALLENGES TO A "FULLY INFORMED CONSENT" ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
INFORMED CONSENT FROM CHILDREN ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
ASSENT ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
PRIVACY AND CONFIDENTIALITY
PRIVACY & CONFIDENTIALITY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PRIVACY ,[object Object]
PRIVACY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PRIVACY ,[object Object],[object Object]
INFRINGEMENTS OF PRIVACY  ,[object Object],[object Object],[object Object],[object Object]
CONFIDENTIALITY ,[object Object],[object Object],[object Object],[object Object],[object Object]
MEASURES TO RESPECT CONFIDENTIALITY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
BREAKING  CONFIDENTIALITY  ,[object Object],[object Object],[object Object],[object Object],[object Object]
UNANTICIPATED PROBLEMS: EXAMPLES ,[object Object],[object Object]
IMPORTANT CONSIDERATIONS: ,[object Object],[object Object],[object Object]
CONFLICTS OF INTEREST (COI)
WHAT IS AN INTEREST? ,[object Object],[object Object],Research Ethics, Jan. 2011
WHAT IS COI? ,[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
LEVELS OF COI ,[object Object],[object Object],Research Ethics, Jan. 2011
LEVELS OF COI ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
LEVELS OF COI ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
WHAT COMPRISES COI? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
IS IT ALWAYS BAD? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
IS IT ALWAYS BAD? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
[object Object],[object Object],Research Ethics, Jan. 2011
[object Object],[object Object],Research Ethics, Jan. 2011
CONFLICTS CAN OCCUR AT ALL LEVELS OF RESEARCH  ,[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
THE CASE OF NANCY OLIVEIRI ,[object Object],[object Object],Research Ethics, Jan. 2011
THE CASE OF NANCY OLIVEIRI ,[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
THE CASE OF NANCY OLIVEIRI ,[object Object],[object Object],Research Ethics, Jan. 2011
THE OTHER SIDE OF THE STORY ,[object Object],[object Object],Research Ethics, Jan. 2011
THE OTHER SIDE OF THE STORY ,[object Object],[object Object],Research Ethics, Jan. 2011
LET’S DEBATE…! ,[object Object],OR ? Research Ethics, Jan. 2011
PRACTICAL STEPS TO RESOLVE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Ethics, Jan. 2011
ETHICAL REVIEW OF RESEARCH Research Ethics, Jan. 2011
WHAT IS ETHICAL REVIEW? ,[object Object],Research Ethics, Jan. 2011
RESEARCH REQUIRING ETHICS REVIEW ,[object Object],[object Object],[object Object],[object Object]
RESEARCH EXEMPT FROM ETHICS REVIEW: ,[object Object],[object Object],[object Object]
PROGRAM EVALUATION/ QUALITY ASSURANCE AND RESEARCH Characteristic Research Evaluation Goal or Purpose Generate new knowledge for prediction Program or Policy Decision-Making Questions/ Nature of Problem To fill a gap in the literature – derived by scientist Derived to assess impact and outcome of program Guiding Theory/ Techniques Hypothesis testing Theory underlying program interventions Dissemination Scientific Journals Internal and External Reports Allegiance Scientific Community Funding source, policy makers
DISCUSSION… Q & A Research Ethics, Jan. 2011

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Research Ethics for JPCFM (Jan2011)

  • 1. INTRODUCTION TO RESEARCH ETHICS Ghaiath M.A. Hussein Assistant Professor, Faculty of Medicine King Fahad Medical City King Saud Bin Abdulaziz University for Health Sciences Contacts: [email_address] ; 00966566511653
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  • 6. خريطة توضح حجم دول العالم من حيث الإنفاق على البحوث والتنمية وأكثر واقل عشر دول إنفاقا على البحوث في العالم ( بالدولار لكل مواطن لكل عام ). المصدر : www.worldmapper.org Research Ethics, Jan. 2011
  • 7. خريطة توضح حجم دول العالم من حيث عدد المقالات العلمية المنشورة، وجدول يوضح عدد المقالات العلمية المنشورة لكل مليون من السكان لعام 2001 م . المصدر : www.worldmapper.org Research Ethics, Jan. 2011
  • 9. THE KNOWLEDGE MANAGEMENT CYCLE Research Policy makers Statistics Clinicians Research Ethics, Jan. 2011
  • 10. HOW DOES RESEARCH IMPROVE HEALTH? 3/15/2010 Research Ethics. Ghaiath Research Ethics, Jan. 2011
  • 11. WHAT MAKES A GOOD RESEARCH? Research Ethics, Jan. 2011
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  • 14. HISTORICAL BACKGROUND Born in Scandal… The Evolution of Research Ethics Research Ethics, Jan. 2011
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  • 17. NAZI DOCTORS’ EXPERIMENTATION Research Ethics, Jan. 2011
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  • 28. ETHICAL PRINCIPLES OF RESEARCH What makes research ethical? Research Ethics, Jan. 2011
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  • 32. WHAT ARE THE ETHICAL ISSUES THAT ARISE IN RESEARCH? Benefit/harm analysis Vulnerability (Risk-Vulnerability Matrix) Informed Consent Fairness and equity in research participation Privacy and confidentiality Conflict of Interests (COI) Research Ethics, Jan. 2011
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  • 39. NAZI EXPERIMENTS Research Ethics, Jan. 2011
  • 40. HIGH ALTITUDE EXPERIMENTS Research Ethics, Jan. 2011
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  • 56. WHO IS VULNERABLE? Making use of this definition… let’s brainstorm! Research Ethics, Jan. 2011 www.amanet-trust.org
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  • 67. ASSESSMENT OF RISK-VULNERABILITY Research Risk depends on both Level of Invasiveness (physical, psychological or emotional) and Vulnerability of participants. Vulnerability is generally a pre-existing condition, in that it exists regardless of whether the research is conducted or not. It can be inherent or situational .
  • 68. TRI-COUNCIL POLICY STATEMENT ETHICS REVIEW (CONT.) Invasiveness : consider the physical, psychological, emotional and legal harms that could be caused by or exacerbated by the research. Group Invasiveness Vulnerability Low Medium High Low Exp. Exp. Full Medium Exp. Full Full High Full Full Full
  • 69. EXAMPLES: Low Vulnerability/Medium Invasiveness: Anonymized survey of health care practitioners to determine whether their work environment poses challenges to their practice. High Vulnerability/Medium Invasiveness: Determining whether obese children aged 9 to 12 adhered to a diet recommended by their family physician.
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  • 75. Disclosure VOLUNTARINESS Capacity Research Ethics, Jan. 2011
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  • 121. ETHICAL REVIEW OF RESEARCH Research Ethics, Jan. 2011
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  • 125. PROGRAM EVALUATION/ QUALITY ASSURANCE AND RESEARCH Characteristic Research Evaluation Goal or Purpose Generate new knowledge for prediction Program or Policy Decision-Making Questions/ Nature of Problem To fill a gap in the literature – derived by scientist Derived to assess impact and outcome of program Guiding Theory/ Techniques Hypothesis testing Theory underlying program interventions Dissemination Scientific Journals Internal and External Reports Allegiance Scientific Community Funding source, policy makers
  • 126. DISCUSSION… Q & A Research Ethics, Jan. 2011

Hinweis der Redaktion

  1. At the end of World War II, the International Military Tribunal prosecuted Nazi war criminals, including Nazi doctors who performed experiments on concentration-camp prisoners. The tribunal’s decision includes what is now called the Nuremberg Code , a 10-point statement outlining permissible medical experimentation on human participants. Other provisions require the minimization of risk and harm, a favorable risk/benefit ratio, qualified researchers using appropriate research designs, and freedom for the participant to withdraw at any time.
  2. In 1972, the public became aware of the Tuskegee study, which took place in the southern United States from 1932 to 1972. More than 400 men with latent syphilis were followed for the natural course of the disease rather than receiving treatment. As a result, in 1974 the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research was established. In 1978, the commission submitted its report titled, The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research . Those principles—respect for persons, beneficence and justice—are accepted as the 3 fundamental principles for the ethical conduct of research involving human participants.
  3. In 1993, CIOMS issued the International Ethical Guidelines for Biomedical Research Involving Human Subjects , with the purpose to indicate how the ethical principles of the Declaration of Helsinki can be applied effectively, particularly in developing countries. • informed consent • research in developing countries • protection of vulnerable populations • distribution of the burdens and benefits • role of ethics committees
  4. These Nazi experiments included hypothermia experiments depicted in this slide whereby prisoners were submerged in a tank filled with cold water. The goal of this type of these experiments was to determine how long German pilots, who had to parachute into the cold north sea, would survive.
  5. High altitude experiments were performed to test how long pilots would survive after being ejected from their planes. Prisoners were put into low-pressure tanks with little oxygen. Many of those who did not die immediately were put under water until they died. Autopsies followed. .
  6. Prospective IC: This approach suffers from all the weaknesses associated with advance directives, and is rarely applicable to the conditions relevant to emergency research, such as sudden cardiac arrest or motor vehicle trauma.
  7. Recorded data: audio, video, photo Quotes: direct quotes or specific anecdotes (e.g. “this tall guy who works at O’Grady’s”) could be identifying
  8. The conflict lies in the situation, not in any behavior or lack of behavior of the individual. That means that a conflict of interest is not intrinsically a bad thing.
  9. Last point: but TCPS acknowledges that there may be points where this overlaps with research
  10. Undergraduate course-based research is reviewed by a departmental TCPS-compliant REB. The instructor must submit a template to the REB. Graduate course-based research is reviewed by the University’s Ethics Boards.