Graduate Research Assistant & Institutional Review Board Member University of Central Florida - Office of Research and Commercialization Tavares, Florida
Background: : Institutional Review Boards (IRB) are a foundational step in ethical and scientifically valid human-subjects research in a university setting. First-time researchers encounter IRBs during undergraduate or graduate programs. Misunderstanding the complex IRB process creates issues for reviewers and extends approval times for student researchers.
Program
Description: : To address these issues, we implemented a peer-to-peer ambassador program to target student researchers navigating the IRB process. The key feature of this program is the offering of one-on-one meetings with the student ambassador to address the application needs of student researchers. This program positioned a student researcher with knowledge of the university specific IRB processes to act as a liaison between the IRB and fellow student researchers ranging from undergraduate to graduate levels. The main goal of this program is to increase submission quality of first-time study applications and assess the needs of student researchers navigating the IRB process. We took a mixed methods approach to analyze post session survey data (N=75) examining difficulty with tasks, confidence levels, and open ended responses to highlight the outcomes of this program.
Program
Assessment: : Based on data collected from Fall 2024 - Fall 2025, the student ambassador engaged with over 150 student researchers to assist them with understanding the IRB submission process and answering various student inquiries related to research applications and requirements within the IRB submission system. This reduced the burden on IRB staff, enabling them to concentrate on reviewing study protocols and other tasks, and alleviated the burden on faculty mentors, allowing them to focus on advising study design. Data from quantitative metrics identified pain points in determining review level and authoring study documents showing that students still face issues despite the intervention. Satisfaction scales dispersed through surveys showed a high rate of student researcher confidence regarding the IRB process after meeting with the IRB ambassador. Thematic analysis of qualitative data from student researcher inquiries revealed the novelty for the program expressed by students navigating the IRB process, further informing the strategy of the student-led IRB ambassador program.
Limitations:: Despite the effectiveness of the program as shown in the student data, a majority of students who submitted a study application during the course of the data collection phase did not meet with the IRB ambassador to receive guidance, resulting in incomplete or poor-quality submissions. It is evident that awareness of the ambassador program is a key channel that leads to uptake of information and addressing submission errors early in the study review process.
Discussion: : Future iterations of the program could improve outreach to student researchers. The importance of a student-led program is paramount to build rapport with student researchers, ensure their experience with IRB submissions leads to positive outcomes, reduce burden on IRB staff, and allow faculty to focus on study design with their students. Research universities should adopt programs similar to the one described to support first-time researchers in understanding and navigating the IRB submission process. With the IRB submission process being complex, it is crucial that the next generation of researchers are proactively supported through the use of student-led IRB ambassador programs.
