Essays About Stem Cell Research Ethics

Several social science methods including individual interviews, focus groups, and surveys can be used to capture stakeholder perceptions []. Along with understanding ethical issues surrounding translation and commercialization, SCR scientists should also be taught responsible public engagement and how to communicate science freely and accurately [].

Document analysis discussed earlier should help in developing questions for interviews and surveys. While public outreach activities offer publicity to scientists, some have made exaggerated claims about stem cell therapies.

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The goal of capturing stakeholder perceptions is to assess the knowledge and knowledge gaps, skills and attitudes towards ethics training, and institutional culture. National Academy of Sciences, National Academy of Engineering, Institute of Medicine. Adviser, Teacher, Role Model, Friend: On being a mentor to students in science and engineering. The International Society for Stem Cell Research (ISSCR) has recently released ].

Considering there is extensive variation in the views of instructors on RCR topics and their expertise [], capturing instructors’ perception is important to determine expertise and gain perspectives on the value of different topics and student feedback. Promoting Research Integrity in a Global Environment. Topics surrounding hype, commercialization, stem cell tourism, and effective communication are intimately intertwined and represent some of the current tangible ethics issues that would be of direct interest and practical significance to stem cell scientists.

This paper is meant to be a practical guide for course directors interested in developing ELSI pedagogy for stem cell scientists. An Introduction to the Principles of Morals and Legislation. The ethics of RIHs has a developed set of mainstream values and norms.

The rapid growth of stem cell research (SCR) makes it an exciting field not only for its clinical potential but also because of the rich ethical, legal/policy and social issues (ELSI). The four biomedical ethics principles—autonomy, non-maleficience, beneficence, and justice—serve as the foundation for specific norms and practices for RIHs. (2000) provide a checklist of norms specific to ethical RIHs: scientific/clinical value, scientific validity, fair subject selection, favorable risk-benefit ratio, informed consent, protecting privacy, withdrawal, and undertaking regulatory review [ and regulatory documents such as the US Common Rule.

In this paper, we outline an ethics curriculum for stem cell scientists being mindful that much of the subject topics discussed form a core basis of ethics education for all biomedical scientists. These can be used to encourage discussion of the responsibilities of researchers and research teams towards participants.

We draw on the academic and gray literature and our collective experiences in helping formulate our perspective with the practical goal to help faculty further reflect on how to design an ELSI curriculum for stem cell scientists. The ethics of SCR is captured under the umbrella of the ethics of RIHs, but there remain many unique elements to SCR that deserve special attention in a separate course.

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