Consent
What is informed consent?
Informed consent refers to the willingness of an individual to participate in research after receiving and understanding a clear, simple, and honest description of, and reason for the conduction of, a research project, including its activities, its potential risks and/or benefits, and how the information will be used, stored, and shared.
Additionally, informed consent must make clear that participation in research is completely voluntary, may not involve any coercion, and that an individual has the right to end their participation at any time for any reason with no negative consequences.
How do we approach informed consent with START?
Anyone eligible to participate in any of the START activities will be provided with an information sheet describing all of the consent requirements of the Federal Government's Common Rule, as well as contact information for the lead researcher, names of any other researchers involved, contact information for OHSU's IRB, and the anonymous and toll-free number for OHSU's Research Integrity Hotline.
Individuals will have the opportunity to review all information about the research, ask questions about things they may not understand, and make a decision to participate or not.
If an individual decides to participate in the research, they will have the opportunity to decide what activities to participate in, if they would like their data from each activity to be identified, de-identified, or anonymous, and if they give permission for their data from other activities they have consented to, to be linked.
And, individuals can decide whether or not they give permission to be contacted in the future if new research opportunities arise.
If we are collecting information from a minor (under 18 years of age), a parent or legal guardian must review and agree to the information sheet and sign the consent form before the minor reviews and consents.
About our Biomedical Workforce Development study
Biomedical Workforce Development
OHSU IRB #22889; Approved July 2021
Principal Investigator: Lisa Marriott, PhD;
Co-Investigators: Mollie Marr, PhD; Jackie Shannon, PhD; Aaron Raz Link, MA
This study explores factors associated with biomedical workforce professional development. It measures the development of STEM beliefs and psychosocial factors over time, including how courses, training experiences, and/or instructional practices influence decision-making and career trajectories. This study explores the representation of professional self in portfolio materials for diverse trainees and professionals. Finally, it explores how sharing experiential stories and professional portfolio documents can impact the development of current and future biomedical workforce professionals. This study intentionally supports collaboration and document sharing to improve workforce training efforts for students and educators alike. By building an interprofessional repository of data, interview stories, and professional portfolios, we aspire to document factors associated with STEM development and persistence across biomedical fields. Our research strives to help biomedical trainees plan feasible paths and make informed decisions as they join the biomedical workforce.
Goal 1
STEM & Health Outcomes
Identifies psychosocial factors associated with professional development in Science, Technology, Engineering, and Math (STEM) fields across training levels and career development. Psychosocial factors describe the intersection of psychological and social influences that can impact mental states and decision-making (Upton, 2013). Classic examples include stress, social support, and work environments, which can influence beliefs in abilities, interest in an area, and career trajectories.
Example data:
STEM data collection modules: Science identity, STEM interest, mindset, self-efficacy, motivational resilience.
Health data collection modules: Stress, diet, sleep, health-related quality of life, physical activity, alcohol use, tobacco use, life satisfaction, cognitive function, and more
Information sheet:
Goal 2
Course and Program Engagement
Identifies course-related factors that engage and support diverse STEM learners. Courses include traditional classroom experiences, but also informal and non-formal training environments (e.g., programs, workshops, internships, conference engagement, professional development sessions, etc.). As we use multiple modalities for delivering training and education, this aim seeks to understand what works in training and educational engagement.
Example data: course & training evaluations, interviews, focus groups, photovoice, written reflections, grades and/or test scores, competency attainment, credit hours, graduation status
Information sheet:
Goal 3
Professional Portfolio Research
Studies how trainees across levels and fields are representing themselves in professional portfolios (high school through faculty). Determines the impact of sharing professional portfolios and how revisions manifest over time based on experiences and feedback.
Example data: resumes, CVs, biosketches, personal statements, scholarship & application essays, individual development plans, faculty promotion dossiers, teaching philosophy statements, etc.
Information Sheets:
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