@article{acacebb573744e46ad7de6badd65a465,
title = "Recommended ethics curriculum for medical physics graduate and residency programs: Report of Task Group 159",
abstract = "The AAPM Professional Council approved the formation of a task group in 2007, whose purpose is to develop recommendations for an ethics curriculum for medical physics graduate and residency programs. Existing program's ethics curricula range in scope and content considerably. It is desirable to have a more uniform baseline curriculum for all programs. Recommended subjects areas, suggested ethics references, and a sample curriculum are included. This report recommends a reasonable ethics course time to be 15-30 h while allowing each program the flexibility to design their course.",
keywords = "ethics, morals, professional conduct",
author = "Serago, {Christopher F.} and Burmeister, {Jay W.} and Dunscombe, {Peter B.} and Gale, {Ashley A.} and Hendee, {William R.} and Kry, {Stephen F.} and Wuu, {Cheng Shie}",
note = "Funding Information: Teacher Living example, daily practice of ethical behavior Formal documented pathway to degree completion, defined educational goals for student to achieve, conflict of interest with institutional goals such as research grants or nonstudent publications Respectful communication Teacher-student relationship and communication style Student confidentiality Confidentiality of student evaluations, student personal records Fair evaluation Impartial, documented evaluation of student{\textquoteright}s work Academic freedom Promotion of an education environment free of political, ideological, or religious pressures or constraints, a research atmosphere free of intellectual constraint or bias Acknowledgment of student or others{\textquoteright} work Teaching material, publications, presentations Consensual student relationship Teacher{\textquoteright}s responsibility to maintain proper relationship Student Adherence to institutional policies and procedures Respect and adherence to policies, procedures and property, completion of required institutional training, patient and institutional confidentiality Academic honesty and integrity Acknowledge work of others Freedom of expression Respect for students, teachers, staff, and patients TABLE I. Recommended ethics subjects for medical physics graduate and residency programs. Ethical principles Historical perspective Ethical encounters or dilemmas Basic ethical values Relationships Clinical conflicts Continuing education Public responsibility Employer/employee relationships Conflict of Interest Human research principles Scientific principles Scientific misconduct Publication practices Animal research Teacher education ethical issues Student education ethical issues TABLE II. Suggested ethics references. General references (1) American Association of Physicists in Medicine Code of Ethics, http://www.aapm.org/medical_physicist/ethics.asp (2) Ethics, Values, and the Promise of Science, 1993 Forum Sigma Xi, The Scientific Research Society, Research Park Triangle, North Carolina, 1993 (3) Honor in Science, Sigma Xi, The Scientific Research Society, Research Park Triangle, North Carolina, 2000 (4) The Responsible Researcher: Path and Pitfalls, Sigma Xi, The Scientific Research Society, Research Park Triangle, North Carolina, 1999 (5) T. F. Budinger and M. D. Budinger, Ethics of Emerging Technologies: Scientific Facts and Moral Challenges (Wiley, New Jersey, 2006) (6) H. T. Tavani, Ethics and Technology: Ethical Issues in an Age of Information and Communication Technology (Wiley, Jersey, 2007) (7) R. E. Bulger, E. Heitman, and S. J. Reiser, The Ethical Dimensions of the Biological and Health Sciences, 2nd ed. (Cambridge University Press, Cambridge, 2002) (8) “Ethical principles and guidelines for the protection of human subjects of research,” The Belmont Report, U.S. Department of Health, Education, and Welfare, 1979. Available at http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.htm (9) “Ethical Principles for Medical Research Involving Human Subjects,” World Medical Association Declaration of Helsinki, WMA General Assembly, 1964. Available at http://www.wma.net/e/policy/b3.htm (10) Introduction to the Responsible Conduct of Research, Office of Research Integrity, U.S. Department of Health and Human Services. Available at http://ori.hhs.gov/documents/rcrintro.pdf (11) Online Ethics Center for Engineering and Research http://beta.onlineethics.org/Resources/Cases.aspx Research/education specific references (12) Office of Research Integrity, http://ori.dhhs.gov/ (13) National Institutes of Health, http://history.nih.gov/research/downloads/belmont.pdf (14) Association for Assessment and Accreditation of Laboratory Animal Care International, http://www.aaalac.org/ (15) International Committee of Medical Journal Editors, http://www.icmje.org/ (16) Compact between postdoctoral appointees and their mentors, http://www.aamc.org/postdoccompact (17) National Academy of Sciences, National Academy of Engineering, Institute of Medicine, Advisor, Teacher, Role Model, Friend. On Being a Mentor to Students in Science and Engineering (National Academy Press, Washington, DC, 1997). Available at http://www.nap.edu/readingroom/books/mentor ",
year = "2010",
month = aug,
doi = "10.1118/1.3451116",
language = "English (US)",
volume = "37",
pages = "4495--4500",
journal = "Medical physics",
issn = "0094-2405",
publisher = "AAPM - American Association of Physicists in Medicine",
number = "8",
}