Abstract: After more than 20 years of widespread, mandated online ethics training in the U.S., we have found no evidence that it improves long-term knowledge or professional behavior. Our team’s recent studies suggest that even high-quality online, self-study programs might in fact have no chance of success due to low engagement with learning materials. Further, motivating engagement appears extremely difficult. In a randomized trial of 3 different learning formats involving 503 research coordinators who volunteered and were paid $50 for their time, we found a 13% rate of full engagement with learning materials (e.g., viewing a full video or reading a complete module). In another longitudinal study of 1,284 clinical researchers, which involved actively pushing an informed consent toolkit to participants using listervs and social media, we found a 19% engagement rate. Unpaid, required training is unlikely to have higher rates of engagement that these two trials involving voluntary, paid participation. Another approach to fostering research ethics knowledge and skills, might be to ask how those who know more than others about research ethics learned what they know. In a third study, we examined how clinical research professionals learn good clinical practice. We found the two strongest predictors were years of experience and the diversity of the kinds of trials they support. From this perspective, mentored experience and reducing turnover will have the greatest impact on ethical knowledge on research teams. This presentation will explore with participants other promising approaches to teaching ethical knowledge, skills, and behaviors.
Learning Objectives:
After participating in this conference, attendees should be able to:
Identify obstacles to learning and development using standard self-study online ethics modules.
Evaluate alternatives to standard online learning modules to teach ethical knowledge and behavior
