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Being uninformed on informed consent: a pilot survey of medical education faculty. | LitMetric

Being uninformed on informed consent: a pilot survey of medical education faculty.

BMC Med Educ

Office of Medical Education Research and Development, Michigan State University, A202 East Fee Hall, East Lansing, Michigan 48824-1316, USA.

Published: April 2005

AI Article Synopsis

  • This paper investigates faculty awareness and understanding of IRB policies in medical education, focusing on how these policies relate to using student assessment for scholarly activities.
  • An anonymous survey was conducted among medical educators, revealing that many respondents were uncertain about their institution's IRB policies and requirements, particularly in community-based schools.
  • The findings suggest a lack of standardization in how IRB policies are communicated and implemented across medical schools, highlighting the need for clearer guidelines to aid faculty decision-making.

Article Abstract

Background: This paper describes a pilot survey of faculty involved in medical education. The questionnaire focuses on their understanding of IRB policies at their institution, specifically in relation to the use of student assessment and curriculum evaluation information for scholarship.

Methods: An anonymous survey was distributed to medical educators in a variety of venues. Two brief scenarios of typical student assessment or curriculum evaluation activities were presented and respondents were asked to indicate their likely course of action related to IRB approval. The questionnaire also asked respondents about their knowledge of institutional policies related to IRB approval.

Results: A total of 121 completed surveys were obtained; 59 (50%) respondents identified themselves as from community-based medical schools. For the first scenario, 78 respondents (66%) would have contact with the IRB; this increased to 97 respondents (82%) for the second scenario. For both scenarios, contact with the IRB was less likely among respondents from research-intensive institutions. Sixty respondents (55%) were unsure if their institutions had policies addressing evaluation data used for scholarship. Fifty respondents (41%) indicated no prior discussions at their institutions regarding IRB requirements.

Conclusion: Many faculty members are unaware of IRB policies at their medical schools related to the use of medical student information. To the extent that policies are in place, they are highly variable across schools suggesting little standardization in faculty understanding and/or institutional implementation. Principles to guide faculty decision-making are provided.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1112597PMC
http://dx.doi.org/10.1186/1472-6920-5-12DOI Listing

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