Twelve tips for ethical approval for research in health professions education.
BACKGROUND
A growing number of faculty are engaging in research in health professions education. Suggestions continue to be made in the literature for a clear and less onerous pathway for the ethical review of this work.


OBJECTIVE
We aim to provide advice about the ethics application process for those conducting research in health professions education.


METHODS
We used critical reflection of our experiences as research ethics board (REB) members, applying for, reviewing and consulting about the ethics application process in both UK and Canadian health contexts in addition to evidence and advice that is available in the literature to inform the tips provided.


RESULTS
Twelve tips are offered to help faculty understand and navigate through the ethics application process.


CONCLUSIONS
Health professionals have an important role to play in advancing the field of health professions education, and despite issues identified with current review pathways, REB review is in place to ensure that this work is undertaken safely and ethically. We believe the tips offered in this article will help faculty identify, and devise plans to address, some ethical issues that are common in health professions education research.
Egan-Lee
Eileen
E
Centre for Faculty Development, Faculty of Medicine University of Toronto at St. Michael's Hospital, Canada.
Freitag
Sharon
S
Leblanc
Vicki
V
Baker
Lindsay
L
Reeves
Scott
S
D002170:Canada; D003657:Decision Making / Q000941:ethics*; D017041:Ethics Committees; D032984:Ethics, Research; D017408:Guidelines as Topic; D006282:Health Personnel / Q000193:education*; D006801:Humans; D006113:United Kingdom