The perils of practicum in the time of COVID-19: A graduate student's perspective.

The COVID-19 pandemic has placed competing demands on many graduate students working at practica. Though graduate programs seek to minimize potential sources of exposure to the virus, some practicum sites rely on students as essential staff. At the same time, although some students may wish to eliminate this source of potential exposure to the virus, other students may consider the opportunity to fulfill their practicum duties at a time of crisis an important part of their educational experience. Guidance published by the Association of Psychology Postdoctoral and Internship Centers regarding internship students provides at least a starting point for programs to develop policies that allow students to make informed decisions about their practicum training. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Public health etichs education in public health masters in Spain: Current status and available resources for teaching / La educación en ética de la salud pública en los másteres de salud pública en España: Situación actual y recursos disponibles para la docencia / L'educació en ètica de la salut pública en els màsters de salut pública a Espanya: Situació actual i recursos disponibles per a la docència

Ethics education of public health (PH) professionals is insufficient, despite general consensus on the need for it. This article aims to describe the extent to which Spanish masters of public health (MPH) have adopted ethic courses, and to review teaching and/or learning resources on PH ethics available in English. We explored Internet sites from current MPH in Spain and searched for teaching resources using different strategies. A total of 14 MPH were identified out of which seven (50.0%) teach ethics. Ethics is taught together with other aspects of PH in all cases. A total of 12 textbooks on PH ethics were reviewed, 5 of them include case studies and most have good or high value as teaching tools

La formación en ética de los profesionales en salud pública (SP) es necesaria pero insuficiente. Este artículo pretende describir el grado en que los masters de salud pública (MSP) en España incluyen la ética en su programa y revisar los materiales docentes de ética en SP disponibles en lengua inglesa. Examinamos en Internet el programa de los MSP y los materiales docentes utilizando diferentes estrategias de búsqueda. De los 14 MSP identificados, la mitad (7) incluyen la ética en su programa y en todos los casos ésta se enseña junto con otros aspectos de SP. Doce libros de texto fueron revisados, 5 de los cuales incluyen casos prácticos y casi todos tienen un alto valor como material docente

La formació en ètica dels professionals en salut pública (SP) és necessària però insuficient. Aquest article pretén descriure el grau en què els màsters de salut pública (MSP) a Espanya inclouen l'ètica en el seu programa i revisar els materials docents d'ètica en SP disponibles en llengua anglesa. Examinem a Internet el programa dels MSP i els materials docents utilitzant diferents estratègies de cerca. Dels 14 MSP identificats, la meitat (7) inclouen l'ètica en el seu programa i en tots els casos aquesta s'ensenya juntament amb altres aspectes de SP. Dotze llibres de text van ser revisats, 5 dels quals inclouen casos pràctics i gairebé tots ells tenen un alt valor com a material docent

Bringing the National Security Agency into the Classroom: Ethical Reflections on Academia-Intelligence Agency Partnerships.

Academia-intelligence agency collaborations are on the rise for a variety of reasons. These can take many forms, one of which is in the classroom, using students to stand in for intelligence analysts. Classrooms, however, are ethically complex spaces, with students considered vulnerable populations, and become even more complex when layering multiple goals, activities, tools, and stakeholders over those traditionally present. This does not necessarily mean one must shy away from academia-intelligence agency partnerships in classrooms, but that these must be conducted carefully and reflexively. This paper hopes to contribute to this conversation by describing one purposeful classroom encounter that occurred between a professor, students, and intelligence practitioners in the fall of 2015 at North Carolina State University: an experiment conducted as part of a graduate-level political science class that involved students working with a prototype analytic technology, a type of participatory sensing/self-tracking device, developed by the National Security Agency. This experiment opened up the following questions that this paper will explore: What social, ethical, and pedagogical considerations arise with the deployment of a prototype intelligence technology in the college classroom, and how can they be addressed? How can academia-intelligence agency collaboration in the classroom be conducted in ways that provide benefits to all parties, while minimizing disruptions and negative consequences? This paper will discuss the experimental findings in the context of ethical perspectives involved in values in design and participatory/self-tracking data practices, and discuss lessons learned for the ethics of future academia-intelligence agency partnerships in the classroom.

Compliance with National Ethics Requirements for Human-Subject Research in Non-biomedical Sciences in Brazil: A Changing Culture?

Ethics regulation for human-subject research (HSR) has been established for about 20 years in Brazil. However, compliance with this regulation is controversial for non-biomedical sciences, particularly for human and social sciences (HSS), the source of a recent debate at the National Commission for Research Ethics. We hypothesized that for these fields, formal requirements for compliance with HSR regulation in graduate programs, responsible for the greatest share of Brazilian science, would be small in number. We analyzed institutional documents (collected from June 2014 to May 2015) from 171 graduate programs at six prestigious Brazilian universities in São Paulo and Rio de Janeiro, the states that fund most of the science conducted in Brazil. Among these programs, 149 were in HSS. The results suggest that non-compliance with standard regulation seems to be the rule in most of these programs. The data may reflect not only a resistance from scientists in these fields to comply with standard regulations for ethics in HSR but also a disciplinary tradition that seems prevalent when it comes to research ethics in HSR. However, recent encounters between Brazilian biomedical and non-biomedical scientists for debates over ethics in HSR point to a changing culture in the approach to research ethics in the country.

Fundamentos teóricos para el desarrollo de la Educación Interprofesional en el sector Salud / Fundamentos teóricos para o desenvolvimento da Educação Interprofissional no setor da Saúde / Theoretical foundations for the development of Interprofessional Education in the Health sector

Introducción: En Cuba es una exigencia social la búsqueda en la educación de postgrado de vías dirigidas al desarrollo de la Educación interprofesional en la Salud. Objetivo: Identificar los fundamentos teóricos que sustenten el desarrollo de la educación interprofesional en el contexto de la educación de postgrado. Método: Se realizó una investigación en la Universidad de Ciencias Médicas de Guantánamo, la Dirección de Docencia del Ministerio de Salud Pública y la Universidad de Guantánamo durante junio a septiembre de 2018. Mediante el método de análisis documental se sistematizaron los fundamentos teóricos para el desarrollo en el postgrado de la Educación Interprofesional en Cuba. Resultados: Se encontraron 138 documentos cuyo análisis posibilitó la precisión de ideas que pueden ser asumidas como fundamentos teóricos (económicos, filosóficos, sociológicos, pedagógicos, didácticos, psicológicos, legales y salubrista) de la educación de posgrado como vía para el desarrollo de la Educación Interprofesional en el sector Salud en Cuba. Conclusión: Se sistematizaron los fundamentos teóricos esenciales que sustentan la educación de posgrado como vía para el desarrollo de la Educación Interprofesional en el sector Salud en Cuba(AU)

Introduction: In Cuba it is a social requirement the search in postgraduate education of routes aimed at the development of Interprofessional Education in Health. Objective: To identify the theoretical foundations that support the development of interprofessional education in the context of postgraduate education. Method: An investigation was carried out at the University of Medical Sciences of Guantánamo, the Teaching Directorate of the Ministry of Public Health and the University of Guantánamo during June to September 2018. Through the method of documentary analysis, the theoretical foundations for development were systematized in the postgraduate of Interprofessional Education in Cuba. Results: 138 documents were found whose analysis allowed the precision of ideas that can be assumed as theoretical foundations (economic, philosophical, sociological, pedagogical, didactic, psychological, legal and health) of postgraduate education as a way for the development of Education Interprofessional in the Health sector in Cuba. Conclusion: The essential theoretical foundations that support postgraduate education as a way for the development of Interprofessional Education in the Health sector in Cuba were systematized(AU)

Introdução: Em Cuba, é um requisito social a busca no ensino de pós-graduação de rotas voltadas ao desenvolvimento da Educação Interprofissional em Saúde. Objetivo: Identificar os fundamentos teóricos que sustentam o desenvolvimento da educação interprofissional no contexto da pós-graduação. Método: Foi realizada uma investigação na Universidade de Ciências Médicas de Guantânamo, na Diretoria de Ensino do Ministério da Saúde Pública e na Universidade de Guantânamo durante o período de junho a setembro de 2018. Os fundamentos teóricos do desenvolvimento foram sistematizados por meio do método de análise documental. na pós-graduação em Educação Interprofissional em Cuba. Resultados: Foram encontrados 138 documentos cuja análise possibilitou a precisão de idéias que podem ser assumidas como fundamentos teóricos (econômicos, filosóficos, sociológicos, pedagógicos, didáticos, psicológicos, jurídicos e de saúde) da pós-graduação como forma de desenvolvimento da Educação Interprofissional no setor de saúde em Cuba. Conclusão: Foram sistematizados os fundamentos teóricos essenciais que apóiam a educação de pós-graduação como forma de desenvolvimento da educação interprofissional no setor da saúde em Cuba(AU)

Plagiarism, Cheating and Research Integrity: Case Studies from a Masters Program in Peru.

Plagiarism is a serious, yet widespread type of research misconduct, and is often neglected in developing countries. Despite its far-reaching implications, plagiarism is poorly acknowledged and discussed in the academic setting, and insufficient evidence exists in Latin America and developing countries to inform the development of preventive strategies. In this context, we present a longitudinal case study of seven instances of plagiarism and cheating arising in four consecutive classes (2011-2014) of an Epidemiology Masters program in Lima, Peru, and describes the implementation and outcomes of a multifaceted, "zero-tolerance" policy aimed at introducing research integrity. Two cases involved cheating in graded assignments, and five cases correspond to plagiarism in the thesis protocol. Cases revealed poor awareness of high tolerance to plagiarism, poor academic performance, and widespread writing deficiencies, compensated with patchwriting and copy-pasting. Depending on the events' severity, penalties included course failure (6/7) and separation from the program (3/7). Students at fault did not engage in further plagiarism. Between 2011 and 2013, the Masters program sequentially introduced a preventive policy consisting of: (i) intensified research integrity and scientific writing education, (ii) a stepwise, cumulative writing process; (iii) honor codes; (iv) active search for plagiarism in all academic products; and (v) a "zero-tolerance" policy in response to documented cases. No cases were detected in 2014. In conclusion, plagiarism seems to be widespread in resource-limited settings and a greater response with educational and zero-tolerance components is needed to prevent it.

The Need for Social Ethics in Interdisciplinary Environmental Science Graduate Programs: Results from a Nation-Wide Survey in the United States.

Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs (IESPs) in these issues, which we refer to as "social ethics." A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered to faculty from 81 United States colleges and universities offering IESPs (480 surveys were completed). Respondents overwhelmingly agreed that IESPs should address values in applying science to policy and management decisions. They also agreed that programs should engage students with issues related to norms of scientific practice. Agreement was slightly less strong that IESPs should train students in skills related to managing value conflicts among different stakeholders. The primary challenges to incorporating social ethics into the curriculum were related to the lack of materials and expertise for delivery, though challenges such as ethics being marginalized in relation to environmental science content were also prominent. Challenges related to students' interest in ethics were considered less problematic. Respondents believed that social ethics are most effectively delivered when incorporated into existing courses, and they preferred case studies or problem-based learning for delivery. Student competence is generally not assessed, and respondents recognized a need for both curricular materials and assessment tools.

Crítica al programa de estudio del curso de Promoción de uso racional de medicamentos de la maestría de farmacoepidemiología / Critic to the syllabus of the course Promotion of medicine rational use of the Master’s course in Pharmacoepidemiology

Introducción: la Educación Médica cubana ante la demanda de formar los recursos humanos que la sociedad necesita, precisa de contar con un currículo creativo y flexible. Objetivo: analizar el programa del curso Promoción de uso racional de medicamentos contenido en el programa de la Maestría de Farmacoepidemiología de la Escuela Nacional de Salud Pública. Métodos: se realizó un trabajo en el campo de la educación médica específicamente el diseño curricular, se tomó como unidad de análisis el curso: Promoción de uso racional de medicamentos de la Maestría de Farmacoepidemiología. Se estudió la pertinencia y nexo con el currículo, la ubicación del curso, el proceso enseñanza aprendizaje y la bibliografía. Resultados: el programa analizado tributa al perfil del egresado declarado en la maestría, que está dirigido a formar y brindar los conocimientos, hábitos y habilidades necesarios para dar solución a los principales problemas con los que se enfrenta la atención primaria de salud. Se identificaron áreas de mejora en el diseño de los objetivos y se hicieron propuestas, así como la necesidad de actualización de la bibliografía declarada. Conclusiones: se determinaron los principales problemas en su diseño y se proponen modificaciones del programa con vista a su perfeccionamiento(AU)

Introduction: Cuban medical education facing the demand for training human resources required by the society, need to have a creative and flexible syllabus. Objective: To analyze the syllabus of the course Promotion of medicine rational use of the Master's course in Pharmacoepidemiology of the National School of Public Health. Methods: A work in the field of medical education was carried out specifically regarding syllabus design. The course Promotion of medicine rational use of the Master's course in Pharmacoepidemiology was taken as unit of analysis. Pertinence and link to the syllabus was studies, together with the teaching-learning process and the bibliography. Results: The syllabus analyzed contributes with the graduate's working profile as declared in the master's degree course, directed to training and providing knowledge, habits and skills necessary for giving solution to the main problems faced by primary health care. Improvement areas were indentifies regarding the design of the objectives and proposals were made, together with the update necessity concerning the bibliography declared. Conclusions: The main problems in its design were determined and modifications were proposed to the program for its improvement(AU)

Ethical standards of scientific research involving human subjects in Brazil: perspectives concerning psychology / Normas de regulamentação ética da pesquisa científica envolvendo seres humanos no Brasil: perspectivas da psicologia

Brazilian associations for research in human, social and applied social sciences have long sought ethical aspects regulation compatible with the epistemological, theoretical and methodological specificities of these sciences. Consequently, the Brazilian regulatory system (Research Ethics Committees/CEPs of the National Research Ethics Commission/CONEP) is currently undergoing an important review process. This article presents the positions taken by the National Association of Research and Postgraduate Studies in Psychology - ANPEPP. The article: (1) highlights the origins of the current ethics review model, based on biomedical research; (2) summarizes criticisms recurrent to this model; (3) identifies the directions required for the improvement of the system; and (4) lists the challenges to be overcome in the current process of creating specific regulations for the human and social sciences. The considerations presented highlight two crucial points that challenge the construction of a specific resolution for research ethics in the human and social sciences: (1) the clear characterization of what is meant by 'research in the human and social sciences' - and that would, therefore, have its ethical review regulated from the perspective of the specific resolution for the human and social sciences; and (2) the definition of parameters from which different risk levels in studies can be identified. (AU)

ResumoAssociações brasileiras de pesquisas em ciências humanas, sociais e sociais aplicadas há muito reivindicam uma regulamentação de aspectos éticos que atenda às especificidades epistemológicas, teóricas e metodológicas dessas ciências. Em consequência, o sistema brasileiro de regulamentação (Comitês de Ética em Pesquisa/CEP da Comissão Nacional de Ética em Pesquisa/CONEP) passa atualmente por importante processo de revisão. O presente artigo apresenta posições defendidas pela Associação Nacional de Pesquisa e Pós-Graduação em Psicologia - ANPEPP. Em síntese, o artigo: (1) situa origens do atual modelo de revisão ética, baseado na pesquisa biomédica; (2) sumaria críticas recorrentes a esse modelo, (3) aponta direções necessárias ao aprimoramento do sistema e (4) elenca desafios a serem superados no atual processo de criação de regulamentação específica para as ciências humanas e sociais. As considerações apresentadas ressaltam dois pontos cruciais que desafiam o trabalho de construção de resolução específica para ética em pesquisa nas ciências humanas e sociais: (1) a caracterização clara do que se entende por 'pesquisa em ciências humanas e sociais' - e que, portanto, passaria a ter sua revisão ética regulada pela ótica da resolução específica para ciências humanas e sociais; (2) a definição de parâmetros a partir dos quais se possa identificar diferentes níveis de risco em pesquisas. (AU)

Audiology: student perception of preceptor and fellow student ethics.

BACKGROUND: Health care professionals are expected to uphold high ethical standards. Recently, ethical practices in health care have received increased scrutiny and study in an effort to ensure that clinicians meet such high ethical standards in serving their patients and clients. The American Academy of Audiology's Code of Ethics establishes professional standards that allow for the proper discharge of an audiologist's responsibilities while maintaining the integrity of the profession. Under this code, student academy members are included and required to abide by the code, the same as practicing members. The code is composed of a preamble and eight principles. METHOD: The present study provides an overview of students' perceptions across a broad spectrum of ethical topics governing our profession. Specifically, this study examined audiology students' perceptions of preceptor ethics relating to these eight principles using an online survey. RESULTS: Responses were collected from 143 of 600 audiology students contacted and indicated that they believed that their preceptors consistently followed each of the eight principles. Results also indicated that students believe fellow students also behave ethically and that it is the primary responsibility of academic faculty, not preceptors, to teach ethics. CONCLUSION: It can be concluded that preceptors are perceived by their students to be acting with high ethical standards. However, more research and discussion may be needed to determine who should teach these ethics to students.

El ABC en la revisión de una tesis de grado / The ABC in reviewing a thesis

El propósito de este artículo científico es propiciar elementos metodológicos actualizados en relación con uno de los procesos más importantes de la actividad de posgrado: la evaluación de las tesis de grado, aspecto donde participan cada vez más profesionales de la salud; proceso no bien aplicado por todos en el orden metodológico y docente. La guía que se propone pudiera ser un importante instrumento que junto a otros ya existentes, permita elevar la preparación de los evaluadores y la calidad en el desempeño de tan importante función(AU)

The purpose of this scientific article is to promote updated methodological elements related to one of the most important processes in the postgraduate activity: evaluation of the thesis, in which health professionals are increasingly involved; process is not well implemented by all in the methodological and educational aspect. The proposed guidance could be an important tool with existing ones, which will improve the training of evaluators and the quality in performing this important function(AU)

Multiple role relationships in healthcare education.

Healthcare training environments, particularly in multidisciplinary training settings, present unique ethical dilemmas as a result of the multiple relationships faculty must balance while working with trainees. The historical and current perspectives on multiple roles in training environments will first be summarized. Evidence of a gap between the extant discipline specific guidelines and the realities of situations that occur in healthcare training will then be revealed, as illustrated in a case example. Primary care medicine training environments are highly nuanced, potentially leading to an infinite number of ambiguous situations that require a generalizable model for managing multiple roles. Rather than recommend specific modifications to existing ethical guidelines, a new model emphasizing role awareness and decision making when challenges in healthcare training settings arise is proposed. Recommendations for the case example using the model are offered. All professionals are prone to boundary transgressions; explicit training about and the maintenance of appropriate role balance will help to ensure high-functioning relationships and maximize the quality of patient care, resident education, faculty and resident satisfaction, and modeling of professional behavior to improve competencies as clinicians and educators.

Primary-care provider reflections on research and training from special issue on ethical quandaries when delivering integrated primary care.

Comments on the articles by Goodie, Kanzler, Hunter, Glotfelter, & Bodart, (see record 2013-11498-012), and Reitz, Simmons, Runyan, Hodgson, & Carter-Henry(see record 2013-11498-013), regarding the topic of research and trainng for the special issue on ethical quandaries when delivering integrated primary care. The current author provides brief reflections on each article.

Caracterização dos integrantes de comitês de ética em pesquisa / Characterization of Research Ethics Committees participants

Trata-se de estudo quantitativo e descritivo com o objetivo de caracterizar os integrantes dos comitês de ética em pesquisa (CEP) das quatro universidades estaduais da Bahia. Realizado com 25 informantes-chave, os dados indicaram que os integrantes dos CEP (membros efetivos, coordenadores e secretários) são em sua maioria do sexo feminino (60 por cento); possuem graduação em áreas variadas, sendo a mais citada Ciências Biológicas (16 por cento); têm cerca de 30 ou mais anos de formação profissional (27,3 por cento); possuem título de doutorado (44 por cento). Dentre aqueles que exercem a função de membro efetivo, apenas 60 por cento participaram de algum evento/curso sobre ética em pesquisa. Considerando que a capacitação dos integrantes do CEP é fundamental para o bom desenvolvimento das atividades do comitê, o estudo concluiu que há necessidade de atividades educativas nos CEP estudados, como programas de capacitação continuada, as quais demandam maior apoio e investimento institucional para sua implantação, desenvolvimento e consolidação.

Infusing research integrity principles and practices into a regional master's degree-intensive university: a case study.

The need for institutions of higher education to advance research and scholarly integrity across graduate degree programs involves a strong commitment from each institution to develop a comprehensive approach for promoting responsible conduct of research (RCR). In response to this need, one master's-intensive regional university implemented a three-tier model project (focusing, developing, and evaluating/sustaining) for infusing research integrity principles and practices while promoting RCR. Components of the model and implementation strategies are presented as a case study analysis. Implications of the model for promoting the RCR are projected relative to graduate programs focused on applied research.