Research Compliance Director Teachers College, Columbia University, New York, United States
Background: We spearheaded the Learning Ethics and Research Navigation (LEARN) program. We appoint research leaders to impart research compliance knowledge to their peers through various modes of communication. We have transitioned from a primarily staff-led educational model to a peer-led approach where researchers share their best practices with their colleagues.
Program
Description: The LEARN program showcases "researcher highlights" to illuminate the challenges and triumphs encountered in navigating the IRB process. In the LEARN program, peer leaders share their experiences from the early stages of research conceptualization, offering valuable lessons learned from working with human research subjects in writeups, presentations, and workshops. We take a multimodal approach and collaborate across departments to leverage program initiatives. The program is structured around four key elements: (1) engaging researchers who have successfully navigated the IRB process; (2) conducting 1:1 interviews or focus group sessions to gather insights and best practices, (3) developing guides, blog posts, and checklists based on experiences with approved IRB protocols, and (4) facilitating connections between novice and experienced researchers through panel presentations, meet-and-greet sessions, or open forums to foster mutual learning. We will discuss components we embraced, such as blog posts, and those that did not gain traction, like podcasts.
Program
Assessment: Prior to the development of the LEARN program, our office experienced a high volume of calls from researchers seeking general IRB information. We also faced resistance from researchers who questioned the necessity of adhering to certain rules or policies, often referring to it as bureaucratic hurdles. Since the implementation of our program, there has been a significant decrease in general phone and email inquiries. What we have noticed is a shift towards researchers asking more in-depth and nuanced questions, indicating a higher level of engagement and research compliance understanding. We observe researchers reciting our policies and experiencing less disregard for protocol requirements. Our program has become a valuable resource for researchers seeking content, with even professors incorporating our LEARN materials into their research methods courses. Furthermore, our website has experienced a substantial increase in traffic since the introduction of our researcher-focused program. By involving researchers in content creation alongside IRB personnel, our educational resources have expanded significantly, leading to a more collaborative and enriched ethics education environment.
Limitations: We are currently in the data collection phase to compile substantial findings and metrics. We acknowledge that initiating the program may necessitate a considerable time commitment, despite the potential advantages. Moreover, collaborating with student employees or interns for content creation entails providing training in essential research compliance topics, practical illustrations, and offering continuous support to them for their growth as peer leaders. The program's success hinges on the presence of qualified IRB staff.
Discussion: Our LEARN program is scalable to suit the requirements of any organization, and empowers novice researchers to grasp the intricacies of research compliance from peer-leaders. Implementing innovative educational initiatives can yield positive outcomes by reducing IRB administrative workloads, fostering a community of knowledgeable individuals well-versed in IRB processes, enhancing quality assurance through increased oversight, while still positioning IRB compliance professionals as experts in the field. The LEARN program is adaptable to various academic levels, including faculty-to-faculty, student-to-student, or faculty-to-student interactions. We aim to equip researchers with practical examples and personalized strategies to assist them in successfully navigating the IRB.
