Students’ vulnerability in educational research

Abstract

Dental teaching institutions in South Africa recently implemented “learner-centred” curricula and expected educators to alter their teaching styles accordingly, but perhaps without providing adequate training in this paedagogical philosophy. At the same time, the lecturers were required to conduct evidence-based research to evaluate the outcomes. Thus, clinicians/lecturers also became researchers, using their own students or student material for assessment purposes. Previously, this form of educational research, which was carried out in normal academic settings, was not subject to review by Institutional Review Boards (IRB). However, concerns have risen that learners may be a vulnerable population due to their position in the academic institution, and the power and knowledge differentials that exist between them and the lecturer/researcher. This raises ethical concerns regarding their autonomy and ability to provide free, voluntary, informed consent to be research participants. This paper questions whether educational research may lead to student vulnerability, and proposes some recommendations for educators and institutions involved in educational research.