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Table 1 The Outcomes Logic Model for the teaching session for psychiatry residents and research staff

From: Use of narratives to enhance learning of research ethics in residents and researchers

Inputs Outputs Outcomes -- Impact
Activities Participation Immediate Intermediate
--Funding from NHG Headquarters/Education and Research Development Office --Use of narratives --Overall number of learners from psychiatry residency program and research offices --Better engagement and motivation to learn compared to before the teaching session --Greater involvement in research projects
--Faculty and staff time ---Support systems such as administrative support to publicise and organize the session, and management of logistics   --Better engagement and motivation to learn compared to before the teaching session --Practical experience of submission of protocols to IRB with proper informed consent description and documentation
--Facilities within learning environment ---Facilitated group discussion   --Increased understanding of the background and principles of biomedical research ethics and informed consent --Continuous medical education to appreciate history of research ethics to inform current research practice of informed consent
  ---Availability of tutor for clarification of concepts   --Greater reflective learning  
    --Overall better equipping of the principles of biomedical research ethics