Addressing limitations of current approaches and proposing innovative competency-based frameworks
In 2025, Seoul National University announced that it would extend the duration of research ethics education for graduate students1 . This decision indicates that merely providing educational opportunities is insufficient.
Many universities offer research ethics education that remains at the level of one-time special lectures, which fails to address the complex ethical dilemmas encountered in rapidly advancing life sciences research4 .
This article explores what approaches are needed to develop effective research ethics curricula for life science researchers, examining current limitations and proposing innovative solutions.
Traditional research ethics education often focuses on one-way knowledge transfer of regulations and principles. However, ethical issues in research settings are mostly complex situations where simple right/wrong judgments are insufficient.
According to a study on research ethics education needs, participants showed high awareness of the necessity of research ethics education (3.66±0.57), but the actual educational effectiveness was limited2 .
The "one-size-fits-all" approach, applying identical content and methods across all disciplines, is ineffective. Life sciences research involves unique ethical issues including human subjects research, animal experimentation, and genetic manipulation3 7 .
This standardized approach fails to address discipline-specific challenges and contexts, reducing the relevance and impact of ethics education.
Based on survey data from research ethics education participants2
Recently, 'Competency-based education' has emerged as a new paradigm in research ethics education. This approach goes beyond simply transferring knowledge to focus on developing the ability to recognize and resolve ethical dilemmas in actual research settings.
Competency-based education focuses on "what can be done" rather than "what was learned." This approach prepares researchers to creatively solve unpredictable ethical problems beyond merely memorizing regulations.
A study on developing competency frameworks for research ethics education proposed the following six core competency areas:
| Competency Area | Core Content | Application Example |
|---|---|---|
| Basic Research Ethics Knowledge | Ethical theories, laws and policies, research methods | "Identify research designs that are suited to answer a research question." |
| Ethical Review | Research protocols, consent forms, community engagement, vulnerable populations | "Systematically analyse research protocols to determine if its risks are justified by potential benefits." |
| Communication and Teamwork | Documented communication, verbal communication | "Clearly articulate complex ethics concepts in writing." |
| Scholarship and Education | Research design, teaching methods | "Prepare and deliver teaching materials that relate to core research ethics competencies." |
| Ethical Advocacy | Policy development, public awareness enhancement | "Engage in promotion of research ethics awareness among the public through appropriate venues." |
| Leadership and Professionalism | Responsibility, lifelong learning, conflict of interest disclosure | "Accept responsibility for judgments and recommendations related to research ethics practice." |
In 2008, C Medical School developed a new educational program using the Rapid Instructional Design Model to overcome limitations of existing medical ethics education programs6 .
This model serves as an alternative to complex Instructional Systems Design (ISD) models, featuring close collaboration between instructional designers and content experts and rapid prototype development.
Literature review of existing programs combined with instructor interviews and student survey analysis
Determination of educational goals, topics, and methods through group discussions with instructors based on design drafts
Effectiveness evaluation by applying the developed program to 120 students in 2008 and 99 students in 2009
| Needs | Cause Analysis | Solutions |
|---|---|---|
| Education Quality Issues | Lack of specialized medical ethics faculty | Introduction of team teaching / Invitation of ethicists and clinical physicians |
| Limitations in Usable Teaching Strategies | - | Provision of teaching method manuals for instructors / Provision of evaluation feedback |
| Students' Passive Attitudes | Students' failure to maintain attention | Case-based approach / Use of media materials / Maintaining appropriate learning load |
The newly developed educational program showed significantly improved satisfaction compared to the existing program. Students evaluated the case-based approach and role-playing similar to real situations as helpful in developing ethical judgment skills6 .
To ensure research ethics in life sciences, the following items should be checked7 :
The "On-site Researcher Education: Bioethics Act and IRB Review Application Writing Method" conducted by Seoul National University in October 2025 provides practical guidelines for passing IRB review for life science researchers8 .
Effective IRB review applications should include:
The Fogarty-NIH supported research ethics education program conducted in Jordan is a successful case demonstrating the importance of research ethics education in the Middle East and North Africa region9 .
Started in 2015, this program trained 118 researchers from 13 countries and issued over 2,000 training completion certificates, highlighting the global dimension of research ethics education needs.
To develop effective research ethics curricula for life science researchers, the following is needed4 6 :
Structuring educational content that reflects the specific characteristics of life sciences fields
Introduction of discussion-based, case-based, and role-playing teaching methods
Development of systematic and continuous educational programs rather than one-time special lectures
Focus on developing abilities to resolve dilemmas encountered in actual research settings
Program development through collaboration between life scientists, ethicists, and instructional designers
To keep pace with advances in life sciences research, research ethics education needs innovative changes. Beyond simply informing about regulations, the core mission of modern research ethics education is to prepare researchers to make correct judgments when facing unpredictable ethical challenges.
The competency-based approach is a central axis of this change. It enables life science researchers to develop core abilities for responsible research conduct in complex ethical situations, going beyond mere knowledge acquisition.
Effective educational program development should contribute to establishing research ethics not merely as a matter of regulatory compliance, but as a core element ensuring research quality and social trust.
The transition from knowledge-based to competency-based ethics education represents a paradigm shift that better prepares life scientists for the complex ethical challenges of modern research.