Tri-Council Policy Statement 2: Course on Research Ethics Certificate of Completion

Completing the TCPS2: CORE 2022 tutorial reinforced many ethical principles that initially felt intuitive to me, particularly those related to respect for persons, concern for welfare, and justice. Concepts such as informed consent, minimizing harm, and protecting participant confidentiality align closely with values already embedded in educational practice. However, despite this sense of familiarity, I found several of the ethical decision-making scenarios unexpectedly challenging, which revealed both the complexity of research ethics and my own assumptions about ethical practice.

One recurring pattern in my responses was a tendency to err strongly on the side of caution, especially in scenarios involving minors. Given my professional context in education, where students are inherently situated within relationships of power and responsibility, this instinct is understandable. However, the tutorial made clear that ethical research is not simply about avoidance of risk, but about thoughtful balance: enabling meaningful participation while ensuring appropriate safeguards. This nuance challenged my assumption that the most restrictive option is necessarily the most ethical one.

The tutorial also surfaced ethical considerations I had not previously contemplated. A particularly striking example was Chapter 9, which addresses research involving Indigenous communities. The emphasis on community engagement prior to Research Ethics Board (REB) review disrupted my linear understanding of research approval processes. I had assumed ethics review was always the first formal step; learning that relationship-building, consultation, and respect for Indigenous governance structures may precede institutional approval deepened my appreciation for ethics as relational and contextual, rather than purely procedural.

Rather than reassuring me, completing the TCPS2 tutorial heightened my sense of nervousness about conducting future research. I am aware that research is a required component of this graduate diploma program, yet at present I do not have a kernel of a defined research question. Knowing that my likely participants will be children increases my anxiety about inadvertently causing harm or failing to meet ethical expectations. The tutorial made visible the many layers of ethical responsibility involved in educational research, from consent and assent to data use and power dynamics. While this awareness is valuable, it has also amplified my fear of getting it wrong.

At the same time, this discomfort may be a productive outcome of the tutorial. Rather than offering reassurance, TCPS2 positions ethical uncertainty as something to be taken seriously. In this sense, my heightened anxiety may signal a growing ethical sensitivity that will influence my future research design and methodology. Moving forward, I anticipate approaching research planning more slowly and deliberately, seeking early guidance, embedding ethical reflection throughout the research process, and viewing ethics not as a checklist to be completed, but as an ongoing professional responsibility.

Reference

Panel on Research Ethics. (n.d.). TCPS 2: CORE-2022 (Course on Research Ethics). https://tcps2core.ca/