Beyond 'do no harm'? On the need for a dynamic approach to research ethics
Beyond 'do no harm'? On the need for a dynamic approach to research ethics
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DOI：
10.1111/area.12795
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发表时间：
2022-05-17
期刊：
影响因子：
2.2
通讯作者：
Bramley，Ryan
中科院分区：
文献类型：
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作者：
Hammett，Daniel;Jackson，Lucy;Bramley，Ryan
尽管对研究伦理委员会和审查程序的职权范围和运作进行了持续的关键参与——尤其是在将医学科学伦理方法转变为社会科学的局限性方面——但研究中伦理实践的需要已得到充分确立和接受。因此，我们看到学术社会科学研究——无论是本科生、博士生还是知名教授——普遍要求接受伦理审查。尽管（或者可能正因为）这种普遍的期望，对研究伦理的参与往往仍然是敷衍的、公式化的和程序性的。研究伦理常常被简化为一个官僚障碍，一个单一的批准时刻，忽视了研究过程中动态、混乱和复杂的现实。此外，这种简化的研究伦理方法经常在教学和培训中得到复制，并随着审查职责被纳入学术生活的一般行政负担而得到加强。那么，我们如何才能超越程序性和静态的研究伦理过程，进入实质性和动态的研究伦理过程呢？在现有辩论的基础上，我们提出了一些实现这一目标的可能策略——不仅在个人实践中，而且与伦理审查的建立和管理的制度流程相联系，以及以动态方式促进研究伦理教学的机会。
Despite ongoing critical engagements with the remit and functioning of research ethics boards and review processes – not least in the limitations of transposing medico‐scientific ethics approaches to the social sciences – the need for ethical practice in research is well established and accepted. Consequently, we see the ubiquitous requirement for academic social science research – whether by an undergraduate student, a PhD candidate, or an established professor – to undergo ethical review. Despite (or perhaps because of) this ubiquity in expectation, engagement with research ethics often remains perfunctory, formulaic, and procedural. Too often research ethics is reduced to a bureaucratic hurdle, a singular moment of approval that overlooks the dynamic, messy, and complex realities of the research journey. Moreover, this reductionist approach to research ethics is often replicated in teaching and training and reinforced as review duties are subsumed into the general administrative burden of academic life. How, then, might we move beyond the procedural and static to a substantive and dynamic research ethics process? Building on existing debates, we set out a number of possible strategies for realising this aim – not only in individual practice but linked to institutional processes in the set‐up and management of ethics review, and opportunities for promoting the teaching of research ethics in a dynamic manner.