Faculty Development

Researchers need to consider the ethical implications of the research they are planning to carry out prior to finalising a research plan. Making sure that your research is ethical focuses primarily on two areas. 

The first concerns the rights of patients, staff and learners to be treated as openly and fairly as possible within the research, and to consent fully to taking part.

The second focuses on making sure that appropriate scientific principles are applied so that those who rely on research findings to make their clinical, education or other decisions are receiving results that are accurate and the result of sound research design. 

Organisations are increasingly aware that staff, students and patients can no longer be seen as fodder for research. This ethical stance is located within a legal framework that includes the Human Rights Act and Data Protection Act. High-profile events such as the retention of organs at Alder Hey Hospital in Liverpool highlighted the importance of taking an ethical approach to all aspects of patient participation in research. Any research that involves NHS patients, potential patients or staff (this may also include students/trainees) needs to have been granted local ethical committee (LEC) approval.

At national level, the NHS National Patient Safety Agency (NPSA) includes the National Research Ethics Service (NRES) which is developing a rigorous, robust and responsive process to streamline ethical approval for NHS research projects. The Service ‘works with colleagues in the UK to maintain a UK-wide system of ethical review that protects the safety, dignity and well being of research participants whilst facilitating and promoting ethical research within the NHS’. See the NRES website for up-to-date information on the national process, application requirements and training for researchers.

The process of applying for ethical approval is useful in pushing you to clarify the aims, process and outputs of the research. Ethical considerations may lead to modification of your planned research: you may decide that the time frame, scale or scope of the research is unrealistic.

Depending on who has commissioned the research (for example, external funding body, government department, charity or an internal department), there will be issues that have to be addressed around who owns the data that are produced through the research. We have mentioned ensuring compliance with legislative requirements around data protection above; this involves obtaining consent from those involved in the study, ensuring anonymity of participants, and ensuring that data are stored appropriately and securely. The data and outputs from externally commissioned research will normally belong to the funding body, not to the researcher or the organisation carrying out the research. It is important that measures are put in place to ensure that all involved are aware of how data and other research outputs are to be managed. 

A final issue that you will need to consider as you plan and carry out educational research is that of your own position as researcher. This is particularly relevant if you are researching your own organisation or have a position of influence over research ‘subjects’. In educational research, which often involves qualitative methodologies, this issue is typically brought to the foreground as part of the methods selected, and in the analysis and discussion.

The reading list includes texts and articles on carrying out research in education, clinical and training settings which will provide more information on these topics.