Journal article
Social validity of Research Ethics for All: Social-behavioral research ethics education for community research partners with developmental disabilities
Disability and health journal, v 18(2), 101762
28 Nov 2024
PMID: 39658478
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Training in research ethics supports community research partners with developmental disabilities to take on additional research responsibilities. We worked with an academic-community partnership to develop an accessible research ethics training tailored to the roles of community research partners with developmental disabilities that leads to certification: Research Ethics for All.
We evaluated the social validity of the educational activities and certification process.
We shared the training via a webinar and gathered feedback from attendees using polls (138 attendees; 92 respondents). In addition, four research teams composed of academic researchers and community research partners with developmental disabilities completed Research Ethics for All. Teams provided feedback on a series of surveys as they prepared to use the training, completed each of the 5 learning units, and after completing the training. We calculated descriptive statistics and used a pragmatic content analysis approach to analyze open-ended data.
Teams were satisfied with the training and felt it supported learning. They endorsed the videos and learning activities but thought videos should be shorter. 68.5% of webinar attendees felt that Research Ethics for All covers essential information in social-behavioral research ethics. Several IRBs have approved the use of Research Ethics for All.
Research Ethics for All is an acceptable research ethics training that may support community research partners with developmental disabilities to take on important research responsibilities in social-behavioral research.
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Details
- Title
- Social validity of Research Ethics for All: Social-behavioral research ethics education for community research partners with developmental disabilities
- Creators
- Ariel E. Schwartz (Corresponding Author) - University of New HampshireKatherine McDonald (Corresponding Author) - Syracuse UniversityKaitlyn AhlersEmily AndersonKarla AusderauJesse CoreyBrendan DurkinMicah Fialka-FeldmanDena GassnerKaren HeathJennifer JonesBrenna MaddoxJacob MyersTia NelisMaria PaiewonskyCasey PellienDora RaymakerPamela RichmondBenjamin C. SilvermanPamela TerrellIvy TillmanMariana Vetoulis-Acevedo
- Publication Details
- Disability and health journal, v 18(2), 101762
- Publisher
- Elsevier
- Number of pages
- 7
- Grant note
- Patient-Centered Outcomes Research Institute (R) (PCORI (R)) Eugene Washington PCORI Engagement Award: EASC-IDD-00301
This work was supported by a Patient-Centered Outcomes Research Institute (R) (PCORI (R)) Eugene Washington PCORI Engagement Award (EASC-IDD-00301; Co-Leads McDonald and Schwartz) , with supplemental support for student research assistants from the Syracuse Office of Undergraduate Research and Creative Engagement at Syracuse University and from MGH Institute of Health Professions.
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- A.J. Drexel Autism Institute
- Web of Science ID
- WOS:001441136000001
- Scopus ID
- 2-s2.0-85211626651
- Other Identifier
- 991022008089304721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Health Care Sciences & Services
- Health Policy & Services
- Public, Environmental & Occupational Health
- Rehabilitation