Perceived potential for postgraduate students at a public university in Uganda to encounter ethical dilemmas in research involving human research participants

Abstract Background Postgraduate students at higher institutions of learning are expected to possess a thorough understanding of ethical principles guiding research involving human participants. However, variability in knowledge and adherence to ethical principles can result in unethical practices or compromised research integrity. This study aimed to assess the factors associated with the perceived potential of postgraduate students at Mbarara University of Science and Technology (MUST), a public university in southwestern Uganda, to encounter ethical dilemmas in research involving human research participants. Methods A cross-sectional research design was employed, incorporating both qualitative and quantitative methods to assess these factors. The study population comprised postgraduate students from six Faculties at MUST. A two-stage random sampling approach was used to ensure a representative sample. Quantitative data were collected via a self-administered questionnaire, while qualitative data were gathered through focus group discussions. A total of 216 students participated in the survey, and 30 students took part in the focus group discussions. Data analysis involved descriptive statistics, ANOVA, and logistic regression for the quantitative data. Thematic analysis was conducted for the qualitative data using ATLAS.ti software. Results The study found significant variation in postgraduate students’ knowledge of ethical principles across Faculties, with an ANOVA result showing a significant effect (Prob > F < 0.001). Factors influencing attitudes towards ethics were also identified, including the importance of ethics, participant rights, and consequences of unethical behavior. Logistic regression showed that students who viewed ethics as crucial were more likely to have a positive attitude (UOR = 5.21, p = 0.001). Additionally, ethical dilemmas were linked to balancing participant needs with objectives, resource limitations, and fear of reporting unethical behavior. Conclusions Postgraduate students at MUST demonstrate varying levels of knowledge and awareness of ethical principles, with differences across Faculties. Tailored educational programs and mentorship are recommended to enhance ethical understanding and practices. We also recommend that institutions offer comprehensive research ethics training to postgraduate students, highlighting the importance of ethics and the consequences of unethical behavior.