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Sira N, Decker M, Kordtomeikel F, Winkens A, Leicht-Scholten C, Groß D. Chore or desire? Students' response to online lessons in scientific integrity. Account Res 2024; 31:497-514. [PMID: 36355351 DOI: 10.1080/08989621.2022.2145956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
One of the main responsibilities of universities for their students, researchers, and society is to teach scientific integrity. Over the years, many universities-including RWTH Aachen University-have developed modules to impart the rules of good scientific practice. The current case study outlines the "Scientific Integrity" online course of RWTH Aachen University that has been offered to all master's students starting in October 2020; it explains to what extent the topic of scientific integrity meets genuine interest among students. Based on the online questionnaires that students were asked to fill out before starting the course (Q1) and after completing the course (Q2), it was verified that the implemented course achieved a satisfactory, but expandable acceptance. 57% of study participants initially (Q1) strongly affirmed to be interested in the topic; said percentage increased to 65.3% at the end of the course (Q2). While at the time of Q1 most students admitted that they would not take the course if it were voluntary, the majority of study participants came to the opposite conclusion after the course (Q2). The results suggest that the assessment of the relevance of the course may be dependent on familiarity with its contents.
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Affiliation(s)
- N Sira
- Institute of History, Theory and Ethics in Medicine, RWTH Aachen University, Aachen, Germany
| | - M Decker
- Research Group Gender and Diversity in Engineering, RWTH Aachen University, Aachen, Germany
| | - F Kordtomeikel
- Research Group Gender and Diversity in Engineering, RWTH Aachen University, Aachen, Germany
| | - A Winkens
- Research Group Gender and Diversity in Engineering, RWTH Aachen University, Aachen, Germany
| | - C Leicht-Scholten
- Research Group Gender and Diversity in Engineering, RWTH Aachen University, Aachen, Germany
| | - D Groß
- Institute of History, Theory and Ethics in Medicine, RWTH Aachen University, Aachen, Germany
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2
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Solomon ED, Antes AL, Cheng SY, Crollard N, Chiu YL, DuBois JM, McIntosh T. Seeking help as a strategy for ethical and professional decision-making in research: Perspectives of researchers from East Asia and the United States. Account Res 2024:1-23. [PMID: 38828607 DOI: 10.1080/08989621.2024.2360945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Accepted: 05/23/2024] [Indexed: 06/05/2024]
Abstract
Background: A person's cultural background shapes how they interpret and navigate problems. Given that large numbers of international researchers work and train in the U.S. we sought to better understand how researchers use the decision-making strategy of seeking help to navigate ethical and professional challenges.Methods: Participants (N = 300) were researchers working or training in the U.S. who were born in East Asia (EA) or born in the U.S. They completed a screening survey; then a subset completed think-aloud interviews (n = 66) focused on how they would respond to three hypothetical research scenarios.Results: Thematic analysis of the transcripts showed that seeking help was a commonly endorsed strategy, with some nuances between groups. Themes included seeking help in the form of getting advice, seeking someone to help solve the problem, and gathering information. Endorsement of the seeking help strategy frequently depended on participants' relationships; desiring to seek help from people they trusted. Notably, EA participants tended to prefer seeking help in ways that avoided reputational harm to others.Conclusion: A better understanding of how researchers from different cultural backgrounds use decision-making strategies can inform how to make educational programs more inclusive and comprehensive to more effectively develop researchers' ethical and professional decision-making skills.
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Affiliation(s)
- Erin D Solomon
- Bioethics Research Center, Washington University School of Medicine, St. Louis, MO, USA
| | - Alison L Antes
- Bioethics Research Center, Washington University School of Medicine, St. Louis, MO, USA
| | - Shih-Ying Cheng
- Bioethics Research Center, Washington University School of Medicine, St. Louis, MO, USA
- Jane Addams College of Social Work, University of Illinois Chicago, Chicago, IL, USA
| | - Nikia Crollard
- Bioethics Research Center, Washington University School of Medicine, St. Louis, MO, USA
| | - Yi-Lun Chiu
- Bioethics Research Center, Washington University School of Medicine, St. Louis, MO, USA
| | - James M DuBois
- Bioethics Research Center, Washington University School of Medicine, St. Louis, MO, USA
| | - Tristan McIntosh
- Bioethics Research Center, Washington University School of Medicine, St. Louis, MO, USA
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3
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Resnik DB, Stewart CN, Williams F, Thiele C, Yamada KM, Barker K. Ethical decision-making and role conflict in managing a scientific laboratory. Account Res 2023:1-24. [PMID: 37482770 PMCID: PMC10822020 DOI: 10.1080/08989621.2023.2236553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 07/11/2023] [Indexed: 07/25/2023]
Abstract
Scientists who manage research laboratories often face ethical dilemmas related to conflicts between their different roles, such as researcher, mentor, entrepreneur, and manager. It is not known how often uncertainty about conflicting role obligations leads scientists to engage in unethical conduct, but this probably occurs more often than many people would like to think. In this paper, we reflect on ethical decision-making in scientific laboratory management with special attention to how different roles create conflicting obligations and expectations that may produce moral uncertainty and lead to violations of research norms, especially when combined with self-interest and other factors that increase the risk of misbehavior. We also offer some suggestions and guidance for investigators and research institutions.
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Affiliation(s)
- David B. Resnik
- National Institutes of Environmental Health Sciences, National Institutes of Health, NC, USA
| | - C. Neal Stewart
- Department of Plant Sciences and Center for Agricultural Synthetic Biology, University of Tennessee
| | - Faustine Williams
- National Institute of Minority Health and Health Disparities, National Institutes of Health
| | - Carol Thiele
- National Cancer Institute, National Institutes of Health
| | - Kenneth M. Yamada
- National Institute of Dental and Craniofacial Research, National Institutes of Health
| | - Kathy Barker
- School of Public Health, University of Washington
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van den Hoven M, Lindemann T, Zollitsch L, Prieß-Buchheit J. A Taxonomy for Research Intergrity Training: Design, Conduct, and Improvements in Research Integrity Courses. SCIENCE AND ENGINEERING ETHICS 2023; 29:14. [PMID: 37097508 PMCID: PMC10129911 DOI: 10.1007/s11948-022-00425-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Accepted: 12/10/2022] [Indexed: 06/19/2023]
Abstract
Trainers often use information from previous learning sessions to design or redesign a course. Although universities conducted numerous research integrity training in the past decades, information on what works and what does not work in research integrity training are still scattered. The latest meta-reviews offer trainers some information about effective teaching and learning activities. Yet they lack information to determine which activities are plausible for specific target groups and learning outcomes and thus do not support course design decisions in the best possible manner. This article wants to change this status quo and outlines an easy-to-use taxonomy for research integrity training based on Kirkpatrick's four levels of evaluation to foster mutual exchange and improve research integrity course design. By describing the taxonomy for research integrity training (TRIT) in detail and outlining three European projects, their intended training effects before the project started, their learning outcomes, teaching and learning activities, and their assessment instruments, this article introduces a unified approach. This article gives practitioners references to identify didactical interrelations and impacts and (knowledge) gaps in how to (re-)design an RI course. The suggested taxonomy is easy to use and enables an increase in tailored and evidence-based (re-)designs of research integrity training.
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Affiliation(s)
| | - Tom Lindemann
- European Network of Research Ethics Committees, Bonn, Germany
| | - Linda Zollitsch
- Zentrum für Konstruktive Erziehungswissenschaft e.V., Kiel, Germany
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Inguaggiato G, Labib K, Evans N, Blom F, Bouter L, Widdershoven G. The Contribution of Moral Case Deliberation to Teaching RCR to PhD Students. SCIENCE AND ENGINEERING ETHICS 2023; 29:7. [PMID: 36856878 PMCID: PMC9977706 DOI: 10.1007/s11948-023-00431-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 01/30/2023] [Indexed: 06/18/2023]
Abstract
Teaching responsible conduct of research (RCR) to PhD students is crucial for fostering responsible research practice. In this paper, we show how the use of Moral Case Deliberation-a case reflection method used in the Amsterdam UMC RCR PhD course-is particularity valuable to address three goals of RCR education: (1) making students aware of, and internalize, RCR principles and values, (2) supporting reflection on good conduct in personal daily practice, and (3) developing students' dialogical attitude and skills so that they can deliberate on RCR issues when they arise. What makes this method relevant for RCR education is the focus on values and personal motivations, the structured reflection on real experiences and dilemmas and the cultivation of participants' dialogical skills. During these structured conversations, students reflect on the personal motives that drive them to adhere to the principles of good science, thereby building connections between those principles and their personal values and motives. Moreover, by exploring personal questions and dilemmas related to RCR, they learn how to address these with colleagues and supervisors. The reflection on personal experiences with RCR issues and questions combined with the study of relevant normative frameworks, support students to act responsibly and to pursue RCR in their day-to-day research practice in spite of difficulties and external constraints.
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Affiliation(s)
- Giulia Inguaggiato
- Department of Ethics, Law & Humanities, Amsterdam Public Health Institute, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands.
| | - Krishma Labib
- Department of Ethics, Law & Humanities, Amsterdam Public Health Institute, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands
| | - Natalie Evans
- Department of Ethics, Law & Humanities, Amsterdam Public Health Institute, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands
| | - Fenneke Blom
- Department of Ethics, Law & Humanities, Amsterdam Public Health Institute, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands
| | - Lex Bouter
- Department of Epidemiology and Data Science, Amsterdam University Medical Centers Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands
- Department of Philosophy, Faculty of Humanities, Vrije Universiteit, De Boelelaan 1105, 1081 HV, Amsterdam, The Netherlands
| | - Guy Widdershoven
- Department of Ethics, Law & Humanities, Amsterdam Public Health Institute, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands
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6
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Ahmed WS, Ahmed A, Alzoubi KH, Nebeker C. Perceptions of Pharmacy Graduate Students Toward Research Ethics Education: A Cross-Sectional Study from a Developing Country. SCIENCE AND ENGINEERING ETHICS 2022; 28:47. [PMID: 36287276 PMCID: PMC9606090 DOI: 10.1007/s11948-022-00406-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 09/17/2022] [Indexed: 06/16/2023]
Abstract
Despite the potential value of graduate-level research ethics training, most Middle East countries, including Jordan, do not routinely offer formal research ethics training. In students enrolled in Jordanian master's level graduate program in pharmacy, the current study assessed: 1- differences in pre- and post-enrollment exposure to research ethics core themes, 2- whether this exposure was through a formal course or in an informal setting, and 3- student attitudes towards research ethics education and the need for integrating a dedicated research ethics course into pharmacy graduate programs. A 12-item on-line survey was developed by the authors and disseminated to a convenience sample of current and former master-level pharmacy students in Jordan. A total of 61 eligible respondents completed the survey. A minority of respondents (38%) acknowledged receiving research ethics training prior to enrollment into a postgraduate pharmacy program with nearly half (16%) describing this training as informal. In comparison, a larger percentage of the total respondents (56%) had received research ethics training during their postgraduate program enrollment, with nearly half of those (25%) indicating that this training was informal. A majority of respondents reported a strong need for integrating a formal research ethics course into postgraduate pharmacy curriculum (90%) to support their research training and thesis writing (89%). Overall, the study revealed a notable lack of research ethics education for graduate-level pharmacy students in Jordan.
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Affiliation(s)
- Wesam S Ahmed
- College of Health and Life Sciences, Hamad Bin Khalifa University, Qatar Foundation, Doha, Qatar.
| | - Amgad Ahmed
- Division of Orthodontics, Department of Preventive Dentistry, Faculty of Dentistry, Jordan University of Science and Technology, Irbid, Jordan
| | - Karem H Alzoubi
- Department of Pharmacy Practice and Pharmacotherapeutics, College of Pharmacy, University of Sharjah, Sharjah, 27272, United Arab Emirates
- Department of Clinical Pharmacy, Faculty of Pharmacy, Jordan University of Science and Technology, Irbid, 22110, Jordan
| | - Camille Nebeker
- Herbert Wertheim School of Public Health and Human Longevity Science, University of California San Diego, La Jolla, CA, USA
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Gelingende Ethik-Lehre in der Medizin. Erkenntnisse aus der Lehrforschung. Ethik Med 2022. [DOI: 10.1007/s00481-022-00711-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ZusammenfassungDie Frage nach den Faktoren, die eine wirksame Ethik-Lehre in der Medizin ausmachen, blieb bislang weitgehend unbeantwortet. Vor allem im deutschsprachigen Raum wird hier zu wenig Forschung betrieben. Aufgrund fehlender wissenschaftlich aussagekräftiger Evaluationsstudien lässt sich somit mitunter nur vermuten, wie wirksam bestimmte Lehrformate und -methoden in der Ethik-Lehre tatsächlich sind. Die Auswahl von Lehrformaten und -methoden, die Ethik-Dozierende für das Erreichen eines festgelegten Lernziels einsetzen, wird häufig nicht nach evidenzbasierten Kriterien, sondern auf der Grundlage von guten oder schlechten Lehrerfahrungen sowie von unmittelbarem Feedback der Studierenden getroffen. Im vorliegenden Beitrag werden nach einem kurzen Überblick über Evaluationsverfahren ethischer Kompetenzen Erkenntnisse aus ausgewählten internationalen Wirksamkeitsstudien vorgestellt und auf ihre Relevanz für den Medizinethik-Unterricht diskutiert. Wenngleich die Erkenntnisse aus diesen Evaluations- und Meta-Studien aus anderen, angrenzenden Bereichen wie der Forschungsethik und anderen Lehrkontexten kommen, so können sie doch als Diskussionsanstoß dienen und dazu beitragen, Eckpunkte für die Gestaltung wirksamer Ethik-Lehre in der Medizin im deutschsprachigen Raum zu definieren.
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Tang X, Mendieta E, Litzinger TA. Developing an Online Data Ethics Module Informed by an Ecology of Data Perspective. SCIENCE AND ENGINEERING ETHICS 2022; 28:21. [PMID: 35412097 DOI: 10.1007/s11948-022-00374-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Accepted: 03/01/2022] [Indexed: 06/14/2023]
Abstract
A self-perceived lack of training in ethical theories and related pedagogy has kept many engineering faculty members from teaching data ethics, an important aspect of engineering research that has become more salient in recent years. This paper describes the development of a module, which includes concepts, cases, policies, and best practices, to support the teaching of ethical data practice. Based on a user-oriented design approach and a moral literacy framework, the module was designed to be used in different courses and co-curricular activities for students of varying levels of competence to improve their ability to identify and analyze ethical problems associated with the handling of research data. This work seeks to encourage ethical reflection on researchers' data practice through the idea of an "ecology of data," which highlights the co-production of data by multiple, interconnected, and heterogeneous actors. This paper also presents online and in-class evidence about the impact and limitations of the module, which is now available for interested researchers and instructors to browse and use.
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Affiliation(s)
- Xiaofeng Tang
- Institute of Education, Tsinghua University, 327 Wennan Building, Haidian District, 100084, Beijing, China.
| | - Eduardo Mendieta
- Department of Philosophy, The Pennsylvania State University, 129A Sparks Building, University Park, PA, 16802, USA
| | - Thomas A Litzinger
- Department of Mechanical Engineering and The Leonhard Center for the Enhancement of Engineering Education, The Pennsylvania State University, 201 Hammond Building, University Park, PA, 16802, USA
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Chu C, Griffin G, Williams JL. Taking Pause: A COVID-19 Student Reflection on Global Health Research Opportunities, Training, and Institutional Reform. FRONTIERS IN SOCIOLOGY 2022; 7:768821. [PMID: 35127891 PMCID: PMC8811217 DOI: 10.3389/fsoc.2022.768821] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Accepted: 01/04/2022] [Indexed: 05/17/2023]
Abstract
Restrictions to research due to COVID-19 have required global health researchers to factor public health measures into their work and discuss the most ethical means to pursue research under safety concerns and resource constraints. In parallel, global health research opportunities for students have also adapted to safety concerns and resource constraints. Some projects have been canceled or made remote, but inventively, domestic research opportunities have been created as alternatives for students to continue gaining global health learning competencies. Knowing the ethical challenges inherent in short-term student global health research and research in strained health systems, it is intriguing why these safer alternatives were not previously pervasive in global health education. This paper provides perspectives from students training at academic institutions in the US on how COVID-19 disrupted student research and what can be learned from the associated shifts in global health research. Additionally, the authors take this opportunity to advocate for academic institutions from high-income countries to reflect on long-standing global health research conventions that have been perpetuated and bolster training for students conducting global health research. The authors draw on their experiences, existing literature, and qualitative interviews with students who pursued global health research during COVID-19.
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Affiliation(s)
- Casey Chu
- Yale School of Public Health, Yale University, New Haven, CT, United States
| | - Gianna Griffin
- Yale College, Yale University, New Haven, CT, United States
| | - Joseph L. Williams
- Yale School of Public Health, Yale University, New Haven, CT, United States
- Yale Institute for Global Health, Yale University, New Haven, CT, United States
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How then should we teach? Incorporating the lens of structural forms to improve ethics education. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2021. [DOI: 10.1017/iop.2021.68] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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11
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Diaz-Martinez LA, Hernandez AA, D’Arcy CE, Corral S, Bhatt JM, Esparza D, Rosenberg M, Olimpo JT. Current Approaches for Integrating Responsible and Ethical Conduct of Research (RECR) Education into Course-based Undergraduate Research Experiences: A National Assessment. CBE LIFE SCIENCES EDUCATION 2021; 20:ar38. [PMID: 34241537 PMCID: PMC8715818 DOI: 10.1187/cbe.20-08-0179] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Course-based undergraduate research experiences (CUREs), which often engage students as early as freshman year, have become increasingly common in biology curricula. While many studies have highlighted the benefits of CUREs, little attention has been paid to responsible and ethical conduct of research (RECR) education in such contexts. Given this observation, we adopted a mixed methods approach to explore the extent to which RECR education is being implemented and assessed in biological sciences CUREs nationwide. Survey and semistructured interview data show a general awareness of the importance of incorporating RECR education into CUREs, with all respondents addressing at least one RECR topic in their courses. However, integration of RECR education within the CURE environment primarily focuses on the application of RECR during research practice, often takes the form of corrective measures, and appears to be rarely assessed. Participants reported lack of time and materials as the main barriers to purposeful inclusion of RECR education within their courses. These results underscore a need for the CURE community to develop resources and effective models to integrate RECR education into biology CUREs.
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Affiliation(s)
- Laura A. Diaz-Martinez
- Campus Office of Undergraduate Research Initiatives (COURI), University of Texas at El Paso, El Paso, TX 79968
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
- Department of Biology (current address), Gonzaga University, Spokane, WA 99258
| | - Aimee A. Hernandez
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Christina E. D’Arcy
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Stephanie Corral
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Jay M. Bhatt
- Department of Pharmacology, School of Medicine, Creighton University, Omaha, NE 68178
| | - David Esparza
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
- Department of Ecology and Evolutionary Biology (current address), Cornell University, Ithaca, NY 14850
| | - Martina Rosenberg
- Department of Biochemistry and Molecular Biology, University of New Mexico, Albuquerque, NM 87131
| | - Jeffrey T. Olimpo
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
- *Address correspondence to: Jeffrey T. Olimpo ()
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Abstract
AbstractThis article reviews educational efforts to promote a responsible conduct of research (RCR) that were reported in scientific publications between 1990 and early 2020. Unlike previous reviews that were exploratory in nature, this review aimed to test eleven hypotheses on effective training strategies. The achievement of different learning outcomes was analyzed independently using moderator analysis and meta-regression, whereby 75 effect sizes from 30 studies were considered. The analysis shows that the achievement of different learning outcomes ought to be investigated separately. The attainment of knowledge strongly benefited from individualized learning, as well as from the discussion and practical application of ethical standards. Contrarily, not covering ethical standards tended to be a feature of successful courses, when looking at other learning outcomes. Overall, experiential learning approaches where learners were emotionally involved in thinking about how to deal with problems were most effective. Primarily intellectual deliberation about ethical problems, often considered the “gold standard” of ethics education, was significantly less effective. Several findings from previous reviews, e.g., the preferability of mono-disciplinary groups, could not be replicated with multivariate analysis. Several avenues for future research efforts are suggested to advance knowledge on the effectiveness of research integrity training.
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13
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Evans N, Marusic A, Foeger N, Lofstrom E, van Hoof M, Vrijhoef-Welten S, Inguaggiato G, Dierickx K, Bouter L, Widdershoven G. Virtue-based ethics and integrity of research: train-the-trainer programme for upholding the principles and practices of the European Code of Conduct for Research Integrity (VIRT2UE). RESEARCH IDEAS AND OUTCOMES 2021. [DOI: 10.3897/rio.7.e68258] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Background: Recognising the importance of addressing ethics and research integrity (ERI) in Europe, in 2017, the All European Academies (ALLEA) published a revised and updated European Code of Conduct for Research Integrity (ECoC). Consistent application of the ECoC by researchers across Europe will require its widespread dissemination, as well as an innovative training programme and novel tools to enable researchers to truly uphold and internalise the principles and practices listed in the Code.
Aim: VIRT2UE aims to develop a sustainable train-the-trainer blended learning programme enabling contextualised ERI teaching across Europe focusing on understanding and upholding the principles and practices of the ECoC.
Vision: The VIRT2UE project recognises that researchers not only need to have knowledge of the ECoC, but also to be able to truly uphold and internalise the principles underpinning the code. They need to learn how to integrate them into their everyday practice and understand how to act in concrete situations. VIRT2UE addresses this challenge by providing ERI trainers and researchers with an innovative blended (i.e. combined online and off-line approaches) learning programme that draws on a toolbox of educational resources and incorporates an e-learning course (including a YouTube channel) and face-to-face sessions designed to foster moral virtues. ERI trainers and researchers from academia and industry will have open access to online teaching material. Moreover, ERI trainers will learn how to facilitate face-to-face sessions of researchers, which focus on learning how to apply the content of the teaching material to concrete situations in daily practice.
Objectives: VIRT2UE’s work packages (WP) will: conduct a conceptual mapping amongst stakeholders to identify and rank the virtues which are essential for good scientific practice and their relationship to the principles and practices of the ECoC (WP1); identify and consult ERI trainers and the wider scientific community to understand existing capacity and deficiencies in ERI educational resources (WP2); develop the face-to-face component of the train-the-trainer programme which provides trainers with tools to foster researchers’ virtues and promote the ECoC and iteratively develop the programme based on evaluations (WP3); produce educational materials for online learning by researchers and trainers (WP4); implement and disseminate the train-the-trainer programme across Europe, ensuring the training of sufficient trainers for each country and build capacity and consistency by focusing on underdeveloped regions and unifying fragmented efforts (WP5); and develop the online training platform and user interface, which will be instrumental in evaluation of trainers’ and researchers’ needs and project sustainability (WP6).
Impact: The VIRT2UE training programme will promote consistent application of the ECoC across Europe. The programme will affect behaviour on the individual level of trainers and researchers – simultaneously developing an understanding of the ECoC and other ERI issues, whilst also developing scientific virtues, enabling the application of the acquired knowledge to concrete situations and complex moral dilemmas. Through a dedicated embedding strategy, the programme will also have an impact on an institutional level. The train-the-trainer approach multiplies the impact of the programme by reaching current and future European ERI trainers and, subsequently, the researchers they train.
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14
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Laas K, Taylor S, Miller CZ, Brey EM, Hildt E. Views on ethical issues in research labs: A university-wide survey. Account Res 2021; 29:178-201. [PMID: 33780303 DOI: 10.1080/08989621.2021.1910503] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
In this article, we summarize the key findings of an exploratory study in which students and faculty completed a survey that sought to identify the most important ethical issues in STEM fields, how often these issues are discussed in research groups, and how often these ethical issues come up in the daily practice of research. Participants answered a series of open-ended and Likert-scale questions to provide a detailed look at the current ethical landscape at a private research university in the Midwest. The survey also looked at potential differences between faculty and undergraduate and graduate students' perceptions in answering these questions. The results indicate that while all community members tended to view issues that can be classified as research misconduct as the most important activities to avoid in STEM-related research, the level of discussion and actual witnessing of these practices was relatively low. The study points to a consensus among students and faculty about the important ethical issues in STEM and the need for more discussion and attention to be paid to communication, collaboration, and interpersonal relationships in the research environment.
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Affiliation(s)
- Kelly Laas
- Center for the Study of Ethics in the Professions, Illinois Institute of Technology, Chicago IL, USA
| | - Stephanie Taylor
- Center for the Study of Ethics in the Professions, Illinois Institute of Technology, Chicago IL, USA
| | | | - Eric M Brey
- Department of Biomedical Engineering, University of Texas, San Antonio TX, USA
| | - Elisabeth Hildt
- Center for the Study of Ethics in the Professions, Illinois Institute of Technology, Chicago IL, USA
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15
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Than MM, Htike H, Silverman HJ. Knowledge, Awareness, Attitudes, and Practices towards Research Ethics and Research Ethics Committees among Myanmar Post-graduate Students. Asian Bioeth Rev 2021; 12:379-398. [PMID: 33717341 DOI: 10.1007/s41649-020-00148-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 08/19/2020] [Accepted: 09/04/2020] [Indexed: 11/29/2022] Open
Abstract
Health research has increased during the last decade, which has enhanced the importance of research ethics. However, little is known regarding the knowledge, awareness, attitudes, and practices of investigators in Myanmar. To assess awareness, knowledge, and attitudes of post-graduates regarding research ethics and research ethics committees (RECs) and their informed consent practices and to determine the association between their responses and certain independent factors. We conducted a cross-sectional study using a questionnaire that was distributed to a convenience sample of post-graduates at the Defence Services Medical Academy in Myanmar. We used descriptive, t test, and chi-square statistics to analyze the data. Significance was set at p < 0.05. We obtained surveys from 204 participants, which included 177 MSc and 27 PhDs of whom 63.6% had performed research and 86.5% had prior ethics training. Regarding awareness, 92.2% were aware of an REC at their academy, but only 47.1% were "fully aware" of the functions of an REC and only 52.9% stated they were familiar with ethical principles that govern human subject research. More than 90% thought that research involving human subjects should be submitted to an REC and that post-graduates should have training on research ethics. However, several of their attitudes were sub-optimal; for example, 20.2% said that informed consent is only necessary from the community leader of a village rather than from the individual, 32.8% agreed it is acceptable to fabricate research data, and 33.0% believed that ethical review of research should be restricted to international collaborative research. Calculated mean total attitude scores were statistically significantly higher in post-graduates with PhDs compared with those with MSc and higher in those with knowledge of research ethics principles compared with those lacking such knowledge. Significant gaps exist among post-graduates regarding their knowledge, awareness, and attitudes regarding research ethics and RECs. We recommend that post-graduates receive further training in research ethics to ensure the ethical conduct of research. Further studies should be performed to determine the generalizability of our findings to other institutions in Myanmar.
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Affiliation(s)
- Mo Mo Than
- Department of Biochemistry, Defence Services Medical Academy, Yangon, Myanmar
| | - Hein Htike
- Department of Biochemistry, Defence Services Medical Academy, Yangon, Myanmar
| | - Henry J Silverman
- University of Maryland Baltimore School of Medicine, Baltimore, MD USA
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Assessment of research ethics education offerings of pharmacy master programs in an Arab nation relative to top programs worldwide: A qualitative content analysis. PLoS One 2021; 16:e0238755. [PMID: 33606694 PMCID: PMC7895361 DOI: 10.1371/journal.pone.0238755] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Accepted: 02/04/2021] [Indexed: 11/19/2022] Open
Abstract
The importance of research ethics (RE) training has led academic and funding institutions to require that students, trainees, and faculty obtain such training at various stages of their careers. Despite the increasing awareness of the value RE education offers, this training requirement is absent in Jordan. We aimed to assess RE education offerings of pharmacy master programs in Jordan and compare with the top-ranked pharmacy graduate programs globally. Therefore, a list of universities that offer research-based pharmacy master programs was created. Each program was evaluated for the inclusion of RE education. A qualitative content analysis approach based on inductive reasoning and latent analysis was followed to analyze the data. Results of the study showed a lack of appropriate RE education for graduate-level pharmacy programs in Jordan with only 40% of the programs partially discuss selected topics related to RE. Regarding pharmacy graduate programs globally, 10% offer a standalone RE course, 40% offer some discussions related to RE, another 10% do not offer RE education in any form, and the remaining 40% of the programs were difficult to assess due to lack of sufficient information available online. Based on the findings of this study, training in RE is tends to be lacking in pharmacy graduate programs in Jordan and globally, with a greater lack in Jordan than globally. There is a need to incorporate formal RE education into programs that do not offer this type of instruction. Programs that formally touch on some aspects of RE need to expand the scope of topics to include more RE-related themes. Integrating a standalone RE course into pharmacy graduate programs is highly encouraged.
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Souza AD, Vaswani V. Diversity in approach to teaching and assessing ethics education for medical undergraduates: A scoping review. Ann Med Surg (Lond) 2020; 56:178-185. [PMID: 32642060 PMCID: PMC7334795 DOI: 10.1016/j.amsu.2020.06.028] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Revised: 06/20/2020] [Accepted: 06/20/2020] [Indexed: 11/28/2022] Open
Abstract
There are diverse methods to teach medical ethics, and there is no single accepted approach towards its learning and assessment. The authors aim to explore the various strategies practised to teach undergraduate medical students the fundamentals of medical ethics and their evaluation. The authors reviewed the articles published from January 2014 to September 2019. The authors searched PubMed for the relevant publications and extracted the information using a data extraction sheet. Twenty-nine articles were included for the review, which fulfilled the inclusion criteria. Case-based discussions were a widely accepted strategy to learn ethics. The studies highlighted a mixed teaching approach using multiple teaching tools. A qualitative approach was preferred for the assessment through reflections, simulated patient interactions, and development of portfolios. However, there are gaps in the existing literature on the assessment strategies for ethics education. Heterogeneity still exists in the planning of the curricula, teaching, and assessment methods. These curricula suit the cultural and religious set up of that particular country. Case-based discussion is a popular teaching strategy, and there exist numerous innovative and cost-effective active teaching strategies. There is a need for studies that are more rigorous to address the evaluation of the ethics curricula. This review would help educators to choose their preferred approach based on their teaching environment. The major learning strategies were ‘Case-based,’ ‘video/movies,’ ‘role modelling,’ ‘lectures,’ and ‘patient interactions. A mixture of learning methods have proven to be beneficial. The assessment of ethics education is still a challenge, and there is a gap in the literature on their strategies. Curricula are evaluated mainly by the student feedback using unstructured, open-ended questionnaires and reflections. There is a need to have studies that are more rigorous to evaluate the long-term impact of the ethics curricula.
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Affiliation(s)
- Anne D Souza
- Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, 576104, India
| | - Vina Vaswani
- Head of Forensic Medicine Department, Centre for Ethics, Yenepoya Medical College, Yenepoya (Deemed to Be University), Deralakatte, Mangaluru, India
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Yeo-Teh NSL, Tang BL. Research ethics courses as a vaccination against a toxic research environment or culture. RESEARCH ETHICS 2020. [DOI: 10.1177/1747016120926686] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Hofmann and Holm’s (2019) recent survey on issues of research misconduct with PhD graduates culminated with a notable conclusion by the authors: ‘ Scientific misconduct seems to be an environmental issue as much as a matter of personal integrity’. Here, we re-emphasise the usefulness of an education-based countermeasure against toxic research environments or cultures that promote unethical practices amongst the younger researchers. We posit that an adequately conducted course in research ethics and integrity, with a good dose of case studies and analyses, can function in a manner that is metaphorically akin to vaccination. The training would cultivate the ability to analyse and build confidence in young researchers in making decisions with sound moral reasoning as well as in speaking up or arguing against pressure and coercions into unacceptable behaviour. A sufficiently large number of young researchers exposed to research ethics trainings would essentially provide a research community some degree of lasting herd immunity at its broadest base. Beyond passive immunity, a crop of research ethics-savvy young researchers could also play active and influential roles as role models for others at their level and perhaps even help correct the wayward attitudes of some senior researchers and initiate prompt action from institutional policy makers in a bottom-up manner.
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Affiliation(s)
| | - Bor Luen Tang
- NUS Graduate School for Integrative Sciences and Engineering and National University of Singapore, Singapore
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Hartmann DJ, McLaughlin O. Heuristic Patterns of Ethical Decision Making. J Empir Res Hum Res Ethics 2018; 13:561-572. [PMID: 30232925 DOI: 10.1177/1556264618800208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This article describes the context of ethical decision making in research and suggests that direct attention to the ways in which decisions are actually made in such environments is needed. A decision-making model based on the literature on heuristic processing is proposed and is followed by a review of the method, data, and results of the authors' research on this model. The implications of the research are developed, and a research agenda is outlined. Key findings were that competent actors do indeed process ethics problems heuristically and in ways that interweave intuitive, affective, and more rational phases. This processing does not typically follow a simple progressive pattern but evidences a sort of trial-and-error processing that is consistent with the logic of heuristic processing more generally. Finally, while diverse, participant-level processing attempts appear to follow patterns which are associated with the experience and training of the actors.
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Assessing the Effectiveness of Problem-Based Learning as a New Approach on Health Care Provider Ethical Reasoning Development in Shiraz University of Medical Sciences. Health Care Manag (Frederick) 2018; 37:273-277. [PMID: 29916841 DOI: 10.1097/hcm.0000000000000223] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Problem-based learning (PBL) has become a distinct approach in learning. To assess the effectiveness of PBL in teaching ethics to medical students and the effect it has on their ethical reasoning, we decided to hold a PBL ethics workshop and then evaluate them based on pretest and posttest. This quasi-experimental comparative study in Shiraz University of Medical Sciences was designed based on pretest-posttest nonequivalent groups. After obtaining their consent, 120 health care providers were randomly selected and assigned in 4 groups and then asked to attend the ethics workshop. For measuring the participants' ethical reasoning through pretesting and posttesting, a case study consisting of 21 multiple-choice questions (cognitive domain-apply level) was performed. Data were then collected using a questionnaire, which was completed by the participants and analyzed using SPSS software (version 17). The comparison between the participants' attitude and knowledge toward ethics before and after the workshop revealed that all indices in the cognitive domain were changed (P < .001). The scores of pretest and posttest were significantly different. As to the results of our study, the PBL groups showed a more positive learning attitude and higher motivation in comparison with the control group who were subjected to traditional-based method of learning. The result of our study suggests that PBL can and should be used as an alternative method in teaching ethics in medical students because it is more effective and motivates the students.
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Kalichman MW, Plemmons DK. Intervention to Promote Responsible Conduct of Research Mentoring. SCIENCE AND ENGINEERING ETHICS 2018; 24:699-725. [PMID: 28608033 PMCID: PMC5726945 DOI: 10.1007/s11948-017-9929-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2017] [Accepted: 05/08/2017] [Indexed: 06/07/2023]
Abstract
Although much of the focus on responsible conduct in research has been defined by courses or online training, it is generally understood that this is less important than what happens in the research environment. On the assumption that providing faculty with tools and resources to address the ethical dimensions of the practice of research would be useful, a new workshop was convened ten times across seven academic institutions and at the annual meeting of a professional society. Workshops were attended by 91 faculty, 71 (78% response rate) of whom completed evaluations strongly supportive of the value of the workshop. Surveys of trainees identified by the faculty allowed for invitations to complete an online survey before and 6 months after the workshops, respectively resulting in response rates of 43 and 51%. Faculty and trainees were highly supportive of the feasibility, relevance, and effectiveness of the implementation by the faculty of one or more of the five strategies featured in the workshop. However, surprisingly over 70% of the trainees reported use of one or more of those strategies prior to faculty participation in the workshops. In sum, the workshops for faculty were successful, and the proposed strategies were deemed of value, but it is likely that the faculty voluntarily choosing to participate in these workshops were perhaps not surprisingly faculty who are already engaging in some of these strategies. This model is likely a useful adjunct to encouraging a culture of ethics, but it is not by itself sufficient to do so.
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Affiliation(s)
- Michael W Kalichman
- Research Ethics Program, University of California, San Diego, 9500 Gilman Dr., MC 0612, La Jolla, CA, 92093, USA.
| | - Dena K Plemmons
- Research Ethics Education Program, University of California, Riverside, 900 University Avenue, 133 University Office Building, Riverside, CA, 92521, USA
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Plemmons DK, Kalichman MW. Mentoring for Responsible Research: The Creation of a Curriculum for Faculty to Teach RCR in the Research Environment. SCIENCE AND ENGINEERING ETHICS 2018; 24:207-226. [PMID: 28281158 DOI: 10.1007/s11948-017-9897-z] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2016] [Accepted: 02/28/2017] [Indexed: 06/06/2023]
Abstract
Despite more than 25 years of a requirement for training in the responsible conduct of research (RCR), there is still little consensus about what such training should include, how it should be delivered, nor what constitutes "effectiveness" of such training. This lack of consensus on content, approaches and outcomes is evident in recent data showing high variability in the development and implementation of RCR instruction across universities and programs. If we accept that one of the primary aims of instruction in RCR/research ethics is "to foster a community of social responsibility" (Antes et al. 2009: 398), then it makes sense to consider the research environment itself-where learning one's science happens where one also engages in social interaction around that science. In order to take the best advantage of that already existing/naturally occurring research environment, the authors, through a deliberative, collaborative, and integrative process, crafted a workshop curriculum meant to arm research faculty with concrete and specific tools to effectively introduce research ethics in the context of the research environment.
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Affiliation(s)
- Dena K Plemmons
- Research Ethics Education Program, University of California, Riverside, 900 University Avenue, 133 University Office Building, Riverside, CA, 92521, USA.
| | - Michael W Kalichman
- Research Ethics Program, University of California, San Diego, 9500 Gilman Dr., MC 0612, La Jolla, CA, 92093-0612, USA
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Medeiros KE, Watts LL, Mulhearn TJ, Steele LM, Mumford MD, Connelly S. What is Working, What is Not, and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction. JOURNAL OF ACADEMIC ETHICS 2017. [DOI: 10.1007/s10805-017-9281-2] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Mulhearn TJ, Watts LL, Torrence BS, Todd EM, Turner MR, Connelly S, Mumford MD. Cross-Field Comparison of Ethics Education: Golden Rules and Particulars. Account Res 2017; 24:211-224. [DOI: 10.1080/08989621.2016.1274974] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Tyler J. Mulhearn
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
| | - Logan L. Watts
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
| | - Brett S. Torrence
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
| | - E. Michelle Todd
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
| | - Megan R. Turner
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
| | - Shane Connelly
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
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Torrence BS, Watts LL, Mulhearn TJ, Turner MR, Todd EM, Mumford MD, Connelly S. Curricular Approaches in Research Ethics Education: Reflecting on More and Less Effective Practices in Instructional Content. Account Res 2017; 24:269-296. [PMID: 28045558 DOI: 10.1080/08989621.2016.1276452] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Over the past decade, the effectiveness of ethics education programs has increased with regard to trainee outcomes, such as knowledge, awareness, and ethical decision making. However, despite the overall improvement in training effectiveness, considerable variability still exists across programs. One potential source of variability arises from the substantial range in instructional training content utilized across ethics training courses. The goal of the present effort was to clarify which approaches in ethics education result in positive training outcomes through the identification of instructional content themes. Through a qualitative review of ethics training courses, we identified key themes in instructional content curriculum associated with effective courses: domain-general, domain-specific, standard compliance, professionalism, and process-based. In addition, we identified key themes associated with less effective courses: mixed-specificity, narrow coverage, and idealized ethics. Descriptions and key characteristics of each theme along with example courses are provided. Implications of the content themes for ethics education are discussed.
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Affiliation(s)
- Brett S Torrence
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Logan L Watts
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Tyler J Mulhearn
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Megan R Turner
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - E Michelle Todd
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Michael D Mumford
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Shane Connelly
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
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Watts LL, Todd EM, Mulhearn TJ, Medeiros KE, Mumford MD, Connelly S. Qualitative Evaluation Methods in Ethics Education: A Systematic Review and Analysis of Best Practices. Account Res 2016; 24:225-242. [PMID: 28005402 DOI: 10.1080/08989621.2016.1274975] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Although qualitative research offers some unique advantages over quantitative research, qualitative methods are rarely employed in the evaluation of ethics education programs and are often criticized for a lack of rigor. This systematic review investigated the use of qualitative methods in studies of ethics education. Following a review of the literature in which 24 studies were identified, each study was coded based on 16 best practices characteristics in qualitative research. General thematic analysis and grounded theory were found to be the dominant approaches used. Researchers are effectively executing a number of best practices, such as using direct data sources, structured data collection instruments, non-leading questioning, and expert raters. However, other best practices were rarely present in the courses reviewed, such as collecting data using multiple sources, methods, raters, and timepoints, evaluating reliability, and employing triangulation analyses to assess convergence. Recommendations are presented for improving future qualitative research studies in ethics education.
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Affiliation(s)
- Logan L Watts
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - E Michelle Todd
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Tyler J Mulhearn
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Kelsey E Medeiros
- b Department of Psychology , University of Texas at Arlington , Arlington , Texas , USA
| | - Michael D Mumford
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Shane Connelly
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
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Mulhearn TJ, Watts LL, Todd EM, Medeiros KE, Connelly S, Mumford MD. Validation and Use of a Predictive Modeling Tool: Employing Scientific Findings to Improve Responsible Conduct of Research Education. Account Res 2016; 24:195-210. [PMID: 28005407 DOI: 10.1080/08989621.2016.1274886] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Although recent evidence suggests ethics education can be effective, the nature of specific training programs, and their effectiveness, varies considerably. Building on a recent path modeling effort, the present study developed and validated a predictive modeling tool for responsible conduct of research education. The predictive modeling tool allows users to enter ratings in relation to a given ethics training program and receive instantaneous evaluative information for course refinement. Validation work suggests the tool's predicted outcomes correlate strongly (r = 0.46) with objective course outcomes. Implications for training program development and refinement are discussed.
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Affiliation(s)
- Tyler J Mulhearn
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Logan L Watts
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - E Michelle Todd
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Kelsey E Medeiros
- b Department of Psychology , University of Texas at Arlington , Arlington , Texas , USA
| | - Shane Connelly
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Michael D Mumford
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
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Watts LL, Mulhearn TJ, Medeiros KE, Steele LM, Connelly S, Mumford MD. Modeling the Instructional Effectiveness of Responsible Conduct of Research Education: A Meta-Analytic Path-Analysis. ETHICS & BEHAVIOR 2016. [DOI: 10.1080/10508422.2016.1247354] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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