Our Guiding Principles

Source: International Committee of Medical Journal Editors (ICMJE)

Uniform Requirements for Manuscripts Submitted to Biomedical Journals: Writing and Editing for Biomedical Publications. (April 2010)

The Uniform Requirements state the ethical principles in the conduct and reporting of research and provide recommendations relating to specific elements of editing and writing.

______________________________________________________________

 Education

Source: Academy of Human Resource Development Standards of Ethics and Integrity

Undergraduate Medical Education

Source: Liaison Committee on Medical Education (LCME) Standards for Accreditation

Graduate Medical Education

Source: Accreditation Council for Graduate Medical Education (ACGME)

ACGME Policies and Procedures

• Institutional Requirements
• Common Program Requirements
• Specific Program Requirements (as listed on the ACGME website)

Source: Compact Between Resident Physicians and Their Teachers

Source: Compact Between Postdoctoral Appointees and Their Mentors

Continuing Medical Education

Source: Accreditation Council for Continuing Medical Education (ACCME)

• ACCME Accreditation Policies
• ACCME Standards for Commercial Support
• Standards to Ensure the Independence of CME Activities

 Research

Source: Committee on Science, Engineering, and Public Policy, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine On Being a Scientist. Third Edition, 2009. (Available from The National Academies Press) 

Source: Steneck, NH: Introduction to the Responsible Conduct of Research. Office of Research Integrity, Revised Edition, August 2007.

Human Subjects

Source: Nuremberg Code of 1947

Source: World Medical Association (WMA)

Declaration of Helsinki: Ethical principles for medical research involving human subjects (1964, most recently amended in 2008) (Download pdf)

Source: The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research Ethical Principles and Guidelines for the Protection of Human Subjects of Research (Belmont Report), April 18, 1979

Source: Code of Federal Regulations, Title 45, Part 46, Protection of Human Subjects

• Subpart A —Basic HHS Policy for Protection of Human Research Subjects
• Subpart B—Additional Protections for Pregnant Women, Human Fetuses and Neonates Involved in Research
• Subpart C—Additional Protections Pertaining to Biomedical and Behavioral Research Involving Prisoners as Subjects
• Subpart D—Additional Protections for Children Involved as Subjects in Research

Privacy of Personal Health Information (HIPAA Regulations and Standards)

Source: Health Insurance Portability and Accountability Act of 1996 (HIPAA)

Source: HIPAA Privacy Rule

Source: HIPAA Security Standard

Source: HIPAA Transactions and Code Sets Standards

Source: HIPAA Employer Identifier Standard

Source: National Provider Identifier (NPI) Standard

Source: Guide for the Care and Use of Laboratory Animals, Eighth Edition. Institute for Laboratory Animal Research (ILAR), Division on Earth and Life Sciences, The National Academies. National Academy Press, Washington, DC, 2010.

The Guide is intended to assist IACUCs, researchers, and veterinarians in fulfilling their obligation to plan, conduct, and oversee animal experiments in accordance with the highest scientific, humane, and ethical principles. The Guide makes recommendations for humane animal care and use based on published data, scientific principles, expert opinion, and experience with methods and practices proven consistent with high-quality, humane animal care and use.

Source: PHS Policy on Humane Care and Use of Animals. Office of Laboratory Animal Welfare.

This 2002 reprint of the PHS Policy on Humane Care and Use of Laboratory Animals reflects the August 7, 2002 PHS Policy amendment permitting institutions with PHS Animal Welfare Assurances to submit verification of Institutional Animal Care and Use Committee (IACUC) approval for competing applications or proposals subsequent to peer review but prior to award.

The essential standards as described by the APA:

1. a general knowledge of measurement theory
2. explicit and well-formulated goals for tests use;
3. a consideration of alternative and supplemental measurement procedures, especially for examinees coming from very different backgrounds;
4. a careful review of the development of the tests being considered for use;
5. the competence to administer each test used for decision-making purposes;
6. established conditions for test administration that enable all examinees to do their best;
7. a rationale for decisions based on test scores;
8. a consideration of alternative interpretations of scores;
9. a correct use of norms and the avoidance of scores that have technical problems
10. periodic reviews of the effectiveness of tests and decision-making procedures for institutional tests.

The principles as described by the AAHE:

1. The assessment of student learning begins with educational values.
2. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.
3. Assessment requires attention to outcomes, but also and equally to the experiences that lead to these outcomes.
4. Assessment works best when it is ongoing, not episodic.
5. Assessment fosters wider improvement when representatives from across the educational community are involved.
6. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.
7. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.
8. Through assessment, educators meet responsibilities to students and to the public.