Background:

Introductory Psychology students rarely learn about unethical biomedical research outside the Tuskegee syphilis study, but these practices were widespread in U.S. public health research (e.g., at the Willowbrook State School researchers infected children with disabilities with hepatitis).

Objectives:

Replicate and extend Grose-Fifer’s research ethics activity by evaluating if an online homework and in-class role-play increased awareness of unethical research and abuses at Tuskegee (replication) and Willowbrook (extension) and subsequent changes in human subjects protections.

Method:

As homework, students read about the studies and wrote statements from perspectives of individuals involved. In class, students read their statements and discussed how outrage led to research conduct regulations. Online pre/posttests asked students why it was important to learn about both studies.

Results:

At posttest, students were more aware of unethical research at Willowbrook and that Tuskegee led to changes in human subjects protections. Students who completed the role-play activity were less likely to mention abuses for Tuskegee than students who did not participate.

Conclusion:

We were partially successful in replicating and extending Grose-Fifer.

Teaching Implications:

Research ethics instruction should draw attention to historical precedents and how public outrage and social activism led to increased protections for research participants.

中文翻译：

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关于系统性道德不端行为的教学提高了道德原则的意识：Grose-Fifer（2017）Tuskegee角色扮演活动的复制和扩展

背景：

入门心理学的学生很少会在梅毒的塔斯克吉研究之外了解到不道德的生物医学研究，但是这些做法在美国公共卫生研究中非常普遍（例如，在Willowbrook州立学校的研究人员感染了患有肝炎的残疾儿童）。

目标：

通过评估在线作业和课堂上的角色扮演是否提高了Tuskegee（复制）和Willowbrook（扩展）的不道德研究和虐待以及随后对人类受试者保护的改变，来复制和扩展Grose-Fifer的研究道德活动。

方法：

作为家庭作业，学生阅读有关研究的内容，并从参与人员的角度撰写陈述。在课堂上，学生阅读他们的陈述，并讨论了愤怒是如何导致研究行为法规的。在线的前测/后测问学生为什么学习这两项研究很重要。

结果：

在后期测试中，学生们更加了解Willowbrook的不道德研究，并且Tuskegee导致了对人类受试者保护的改变。与未参加活动的学生相比，完成角色扮演活动的学生不太可能提及对塔斯基吉的虐待。

结论：

我们在复制和扩展Grose-Fifer方面取得了部分成功。

教学意义：

研究伦理学的教学应提请注意历史先例，以及公众的愤慨和社会行动主义如何导致对研究参与者的保护增加。