Learning Objectives

Students should be able to:

1. Describe the history of privacy protections in the United States.

2. Discuss the various practical, philosophical, ethical, and legal notions embedded in and related to the idea of privacy.

3. Describe the Bioethics Commission’s guiding ethical principles and the ways in which they relate to privacy.

4. Describe key legal cases and laws that shape the right to privacy in the United States.

Learning Objectives

Students should be able to:

1. Discuss the ethical principles that give rise to an obligation to provide treatment or compensation for research-related injuries.

2. Discuss the benefits and challenges associated with providing treatment or compensation for research-related injuries.

3. Describe international requirements and guidance concerning treatment or compensation for research-related injury.

Learning Objectives

Students should be able to:

1. Discuss the ethical principles that give rise to an obligation to provide treatment or compensation for research related-injuries that arise from pediatric MCM research.

2. Describe the different arguments for treating or compensating injured adults versus injured pediatric research participants.

3. Describe the different ways that injured pediatric MCM research participants can obtain treatment or compensation and the strengths and limitations of these approaches.

 Learning Objectives

Students should be able to:

1. Define compensation for research-related injury.

2. Distinguish between injuries incurred during research and injuries incurred in non-research contexts.

3. Describe ethical justifications for compensating injured research participants.

4. Identify and consider the challenges encountered in providing compensation for research-related injury.

5. Describe the different systems through which injured research participants can be compensated.

Learning Objectives

Students should be able to:

In 2011, the Presidential Commission for the Study of Bioethical Issues (Bioethics Commission) issued “Ethically Impossible” STD Research in Guatemala from 1946 to 1948. The report is the result of its ethical analysis aimed at uncovering the activities of U.S. Public Health Service personnel during studies conducted in Guatemala involving the intentional exposure of vulnerable populations to sexually transmitted diseases without their consent.

 Learning Objectives

Students should be able to:

1. Define and discuss the term “vulnerable population” in the context of human subjects research.

2. Understand the ethical considerations relevant to research with vulnerable populations.

3. Understand existing U.S. regulations and multinational guidelines that govern research with vulnerable populations, and their historical context.

4. Explain why and how research with vulnerable populations can be conducted ethically and can be of benefit to those populations.

Learning Objectives

Students should be able to:

Learning Objectives

Students should be able to:

1. Discuss the benefits, challenges, and ethical reasons to conduct community-engaged research.

2. Understand and discuss the differences between community engagement, community consent, and informed consent and be able to apply each concept appropriately in reference to a given research project under consideration.

3. Consider different means by which to engage communities in domestic and international research and how to determine the desired level of engagement in research.