Research Ethics Education among Graduate Students of the University of Ibadan, Southwest Nigeria

Abstract

Aims: Research ethics is an integral part of graduate education in developed countries; but little is known about exposure of graduate students in Nigeria to this subject. This study aimed to document the current teaching and knowledge of research ethics among graduate students of the University of Ibadan, Nigeria. Study Design: A cross-sectional, exploratory study. Place and Duration of Study: Four faculties (Basic Medical Sciences, Clinical Sciences, Dentistry and Public Health) of the College of Medicine, University of Ibadan, southwest Nigeria in July 2010. Methodology: We interviewed 250 graduate students (40.4% males and 59.6% females) using a 55-item self-administered questionnaire to obtain data on general information and socio-demographic characteristics of the participants; research work during graduate students’ programme; knowledge of research ethics, research integrity and research misconduct; perception and practice of research ethics; and research ethics training needs. Results: The mean age of study participants was 31.5±7.1 years; 82% received training on research ethics in current graduate work. 65.2% demonstrated good knowledge for research ethics and research misconduct separately and 51.2% for research integrity. Overall mean knowledge scores were 3.1±1.6 for research ethics, 2.5±2.0 for research integrity and 5.3±1.9 for research misconduct. Age and faculty location were predictors of knowledge of research integrity and research misconduct respectively. Conclusion: It is desirable to integrate the existing structure of research ethics education. Expanding the scope of human development unit of tertiary institutions of learning to include capacity building and community engagement activities on research ethics for graduate students is suggested.