78 - Facilitating Ethical Education Research: A Model Program for IRB Collaboration with New York City Department of Education

Background:  Researchers at NYC Department of Education (DOE) sites are actively exploring creative solutions to address post-pandemic IRB requirements. School sites involving minors present specific challenges for IRB protocol development and submission due to the presence of varying institutional policies, especially impacting those with limited prior involvement with the NYC DOE.

Program

Description:  To address these challenges, this institution's IRB implemented a program featuring a comprehensive, interdepartmental guide, educational resources, and a streamlined online submission processes. This program provides up-to-date information on specific protocols and common issues when collaborating with NYC DOE, enhancing researchers' understanding and ethical compliance. Leveraging tools like IRBManager and integrating CITI Program training modules, the program aims to simplify and expedite IRB submissions while ensuring alignment with both institutional standards. This systematic approach is designed to facilitate easier navigation through IRB protocols, promoting a smoother collaboration between researchers and the DOE.

Program

Assessment:  The implementation of this innovative program led to a measurable improvement in the efficiency and accuracy of IRB protocol submissions at NYC DOE sites. Researchers reported shorter approval times and a better understanding of documentation requirements. Despite these successes, coordinating modifications between this institution and NYC DOE IRBs emerged as a significant challenge, emphasizing the necessity for enhanced ongoing communication and collaboration. The program has effectively reduced bureaucratic hurdles, yet it continues to face alignment challenges in requirements and expectations of both institutions.

Limitations: While the program has streamlined the submission process, discrepancies between this institution and NYC DOE IRB standards pose ongoing inquiries. Additionally, the complexity of security clearance processes to access a school site remains a hurdle, demanding further refinement of the support structures and guidance provided to researchers. These issues impact the internal validity of the program by influencing the consistency and generalizability of the program's success across different research scenarios.

Discussion:  This program offers a replicable model for other institutions aiming to engage with external IRBs, particularly in educational settings. By emphasizing early planning, comprehensive training, and effective stakeholder communication, the approach can be adapted to similar contexts, ensuring ethical research practices while improving efficiency. Future directions include enhancing inter-institutional dialogue and refining the integration of technological tools, potentially extending this model to broader research environments. Such initiatives are critical for advancing research compliance and efficiency, making them highly relevant and beneficial for adoption across diverse institutional frameworks.