Essentials for New Researchers

Resources included in this section will provide guidance throughout the research process. It includes resources required by the researchers to establish their overall research paradigm and essential training required for applying for ethics approval.

Required Training

Researchers working under HiREB’s jurisdiction (Hamilton Health Sciences (HHS), St. Joseph’s Healthcare Hamilton (SJHH), McMaster University Faculty of Health Sciences and Niagara Health) are encouraged to consult the Harmonized Research Training Framework for guidance. Below is a summary of required training and certifications: 

All DFM research faculty and staff must complete the following:  

• Tri-council Policy Statement 2: Course on Research Ethics (TCPS 2: CORE)  
• DFM Confidentiality Agreement 
• DFM Statement on Conflict of Interest (COI): Researchers and research staff should identify and manage COI to maintain public confidence and trust, and to maintain the independence and integrity of the research process. If COI cannot be avoided, procedures should be in place to manage and/or mitigate the conflict.  The declaration and management of a COI is found in the HiREB application form. 

Researchers who are conducting chart reviews must complete the following: 

• HiREB Tutorial for Researchers Conducting Retrospective Review of Health Records  
• N2 – Foundations of Privacy in Research 
• McMaster PHIPA for Health Professionals Course (access via Mosaic)

Researchers who are conducting clinical trials must complete the following:

• Good Clinical Practice (GCP) 
• GCP – Social and Behavioural Research for Clinical Research 

Recommended Resources

• Online modules: Health Professions Education Research Primer
• Training: Integrating Sex & Gender in Health Research core certification 
• Workbook: Ethics in Research: A Science Lifecycle Approach  
• Presentation: Research Paradigms by Larkin Lamarche (Video | Slides | Summary)
• Journal article: Mackenzie, N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in educational research, 16(2), 193-205.