Ethical Research Practices
M.Sc Interdisciplinary Medical Science 9504
Course Description As Taken From Syllabus:
With the constant advancement of research technology, unprecedented moral and ethical concerns are surfacing. Who owns medical and genetic data? What rights do animals have? What are the ethical implications of human cloning? This course will aim to demonstrate that research excellence is not possible without ethical principles. Students will apply ethical principles to discussions and analyses of basic science and clinical research. Students will review ethical issues and policies addressed by ethics committees to increase their competence in addressing ethical questions. Students will also review various approaches to addressing ethical challenges within the regulatory framework of research. Cases of animal and human ethics will be used so that students will provide interpretation, discussion, and recommendations about the scenarios.
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Learning Objectives: ​
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Apply ethical principles to discussions and analyses of basic science and clinical research.
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Develop an understanding of ethical issues and policies addressed by ethics committees that oversee human and animal research.
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Critically evaluate case studies involving animal and human research subjects to provide interpretation, discussion, and recommendations for each case
Course Artifacts
These are some of the works I have produced in this course. Click on the button to view the entire project!
This assignment involved creating a briefing note for a government minister in preparation for a town hall meeting about a proposed neurodegenerative research facility. The note included three pro and three con arguments, each accompanied by concise responses for the minister, reflecting scientific evidence and logical reasoning. Additionally, it summarized the government's position on the facility. The goal was to present clear, concise, and well-supported points tailored for a government audience, showcasing the ability to communicate complex scientific concepts effectively in a policy context.
This assignment required writing an opinion paper exploring public and personal perspectives on animal research. The paper included two parts: an analysis of whether the public would support animal research if they were more informed, and a reflection on how the student's views on animal research evolved throughout the course. Both sections were grounded in ethical concepts covered in the course, with arguments supported by scientific evidence. The assignment encouraged critical self-reflection, personal growth, and an understanding of public and ethical implications related to animal research.
This assignment involved preparing a 3-minute, one-slide presentation to argue whether the contemporary view of the 3Rs (Replacement, Reduction, and Refinement) in animal research should be accepted or if the original 3Rs principles from 1959 still stand. The presentation needed to be clear, concise, and backed by strong arguments and scientific evidence, making it accessible to the target audience.
This assignment required creating a blog-style opinion piece addressing whether Canada’s CCAC document on the ethics of animal investigation adequately incorporates principles similar to those in the TCPS statement on human research, such as respect for dignity and moral considerations. The blog aimed to provide a concise and engaging analysis of the moral principles governing animal research, supported by evidence and written in a clear, accessible style for a general audience.
Reflection
This course expanded my understanding of ethical principles, particularly in basic science and animal research. Exploring preclinical studies involving animal models was eye-opening, as I had no prior experience in this area. It helped me grapple with the ethical dilemmas of animal testing versus societal benefits and shifted my perspective by introducing concepts like the contemporary 3Rs (reduction, replacement, and refinement) and alternative models such as organ chips. The course also highlighted critical gaps in Canada’s ethical framework, such as the CCAC's non-mandatory status and discretionary interpretation of guidelines, raising significant concerns. Case studies, including the Beagle incident in Montreal and Jesse Gelsinger’s case, allowed me to apply learned concepts, critically assess ethical violations, and discuss preventive measures. I appreciated how Dr. Regnault and Dr. Wyzynski’s case-based teaching approach deepened my understanding of ethical conflicts, regulatory shortcomings, and the broader societal impacts of misconduct in research.
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