Program in human research ethics

For three weeks, students and staff from all over the world create their own special community unlike anywhere else. I love getting to be a part of that. On-Campus Summer Programs. Typical Class Size: Summer Regular Registration Deadline both sessions : April 8, Late Deadline Session One:.

June 10, July 01, Session One. Johns Hopkins University. Baltimore, Maryland. Jun 26 - Jul This course provides an introduction to the False Claims Act ideally suited for faculty, researchers, and staff at research organizations. A focused discussion for individuals who work with federally sponsored awards, PIs, and other members of the research team.

Foundational course that orients and prepares learners to engage with the scholarly publication process in an informed way. A primer for understanding the sponsor-investigator role and responsibilities in clinical research. Provides an overall approach to and best practices for partnering with technology companies to design and conduct research.

Provides instruction on how to improve your teaching and training skills in a variety of settings. This course offers information about disaster planning and business continuity to those responsible for research oversight. CTrials helps grow sponsored research programs by taking on the many administrative challenges inherent in managing clinical trials.

Protocol Builder is an online protocol writing and collaboration platform that also speed up your pre-review turnaround times. N2 is a not-for-profit alliance of Canadian research networks and organizations working to enhance national clinical research capability and capacity. Our courses are built by over highly qualified experts and rigorously peer reviewed to incorporate various perspectives and ensure accuracy, completeness, and overall quality.

Jahan Ali is the Director of the Bioventure eLab at Weill Cornell Medicine, where she runs a number of programs and initiatives to help launch and grow startups. She has extensive background in commercializing and as an investor for early stage technologies. Singletary has one daughter and enjoys horseback riding and photography. Over a 15 year career in research she has worked as a coordinator, administrator, and director.

These courses were easy to access and succinct, which made a review of the Belmont Report key tenets, as well as the review of differences between practice and research, a focused and time efficient endeavor.

The course materials are brief and clear. Such brevity and clarity are perfect for those who are busy with other duties at work and provide for a more friendly and less overwhelming task. I love the quizzes because I can learn from my mistakes. After submitting the quiz, the correct and wrong answers are explained. This reinforces learning.

Albert Einstein College of Medicine-Montefiore Medical Center Einstein is accredited by the Joint Accreditation for Interprofessional Continuing Education to provide continuing education activities for healthcare professionals.

Einstein is accredited to offer continuing education credit for the following professions: medicine, nursing, psychology, pharmacy, and social work.

This webinar will review recent U. Free Live Webinar - ClinicalTrials. Subscribe to Our Weekly Newsletter. The Trusted Standard in Research, Ethics, and Compliance Training The Collaborative Institutional Training Initiative CITI Program is dedicated to serving the training needs of colleges and universities, healthcare institutions, technology and research organizations, and governmental agencies, as they foster integrity and professional advancement of their learners.

Demo a Course Benefits for Organizations. Utilized by the Top Ranked U. Celebrating 21 Years of Serving the Research Community. Explore Our Course Catalog. Research in Wound Care Featured New.

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In Our Learners' Words. Julie S. Myrene M. Associate Faculty The course materials are brief and clear. Folasade A. Motunrayo O. Professor Very educative course. This course also encourages investigators, and requires students enrolled in the course for credit, to think critically about what it means to be an ethical researcher.

One may be in compliance, without being an ethical researcher. Being in compliance means following the rules; ethical research requires an understanding of the ethical imperatives behind the rules. The fundamental ethical imperative behind the rules is that researchers seek to do their jobs in a manner that will not cause unjustified harm to anyone. But, most researchers work toward acting in an ethically ideal way -- through their work and professional conduct, they seek to prevent harm and to promote the good.

Throughout the course, investigators and students will be asked to think about the range of actions that count as responsible conduct for the ethical researcher as well as identifying the rules that researchers are expected to follow. Those projects resulted in three publications, Stern, Judy E.

Both books were published by the University Press of New England in and material from both books is incorporated into this course. This course was also enriched through a conversation the course authors had with Dartmouth, NSF and FIPSE in December and by the pilot testing of sections by colleagues around the country in March, Return to the Top Course Sections This course is divided into six sections that cover the major topics in research ethics.

Each section includes an introduction that identifies learning goals, major issues for discussion, at least one case study, external links, and an examination on the concepts covered. The case studies are intended to be explored through an investigation of all the offered choices. Each of the six sections may be examined independently. Each section, not counting explorations into external links, will take between 30 and 45 minutes to complete.

Compliance and Ethics B. Compliance Concepts C. Ethics Concepts II. Interpersonal Responsibility A. Institutional Responsibility A. Conflicts of Interest and Conflicts of Commitment C. Professional Responsibility A. Proposing Research B. Dissemination of Findings C. Peer Review V. Animals in Research VI. Human Participation in Research Return to the Top A Brief History of the Development of Research Ethics Questions relating to the ethical practice of research have been around as long as research itself.

However, until the late 20th Century, it was assumed that scientists were naturally conducting their research in a responsible way or that the profession could identify and weed out the few bad actors. One of the hallmarks of research in the hard sciences and social science is trust in its "self-correcting" nature. Instances of intentional fraud were thought to be few. It was erroneously believed that well-intentioned researchers did not need clear statements of expectations or conventional norms.

It was assumed that novice researchers learned the conventions and expectations of high quality research in the labs of their equally well-intentioned mentors.