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Chou C, Lee YH. The Development of a Literacy-Based Research Integrity Assessment Framework for Graduate Students in Taiwan. SCIENCE AND ENGINEERING ETHICS 2022; 28:66. [PMID: 36508039 DOI: 10.1007/s11948-022-00401-5] [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: 12/18/2020] [Accepted: 09/12/2022] [Indexed: 06/17/2023]
Abstract
Graduate education is a critical period in shaping and fostering graduate students' awareness about the importance of responsible conduct of research and knowledge and skills in doing good science. However, there is a lack of a standard curriculum and assessment framework for graduate students in Taiwan. The aim of this study was to develop a literacy-based research integrity (RI) assessment framework, including five core RI areas: (1) basic concepts in RI, (2) RI considerations in the research procedure, (3) research ethics and research subject protection, (4) publication and authorship, and (5) conflict of interest. The five areas were derived through a comprehensive review of major topics and areas covered in existing research integrity education and training programs and were rated by RI experts with adequate content validity. Test items on the five core areas were developed across three literacy levels: remembering and understanding, applying and analyzing, and evaluating and creating. Seven thousand and eighty-seven graduate-level trainees took an 18-unit RI course covering the five RI areas. Upon finishing the course, trainees completed a computer-based RI assessment randomly selected from 26 RI testing booklets. The design of test items followed the mastery-oriented assessment principles to promote trainees' learning of RI with adaptive assessment feedback. Results showed that the items in the RI assessment had adequate discrimination and low difficulty level. Thus, the RI assessment can be used to assess a range of trainees' RI literacy and can provide the most information in identifying trainees in need of more instruction or alternative training. The low guessing parameters also indicated the online RI assessment had an appropriate control of test exposure and cheating prevention. Higher education authorities can use this framework to assess graduate students' RI literacy based on a standard curriculum and prepare them for conversations about the responsible conduct of research for RI culture-building.
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Affiliation(s)
- Chien Chou
- Institute of Education, National Yang Ming Chiao Tung University, Hsinchu City, Taiwan
| | - Yuan-Hsuan Lee
- Department of Education and Learning Technology, National Tsing Hua University, 521 Nanda Rd., Hsinchu City, Taiwan.
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Chua JYL, Lee CSL, Yeo KP, Ali Y, Lim CL. Perception and reaction of Nanyang Technological University (NTU) researchers to different forms of research integrity education modality. BMC Med Ethics 2022; 23:85. [PMID: 36002817 PMCID: PMC9400004 DOI: 10.1186/s12910-022-00824-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Accepted: 08/04/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Research and academic institutions use various delivery channels to deliver Research Integrity (RI) education in their communities. Yet there is no consensus on the best delivery method and the effectiveness of these channels in inculcating a positive RI culture varies across institutions. Hence, this study aimed to understand the preferences of the research community in Nanyang Technological University (NTU), Singapore. METHODS An online survey was conducted on NTU research community to understand their experience with, and preference for each RI education mode offered in NTU. The RI education modes surveyed in the general ranking question are Data Management Plan (DMP) workshops, Epigeum e-Learning, Compass e-newsletter (email), and NTU policy on Research Integrity and Responsible Conduct of Research. There were 242 responses, comprising 50% research students, 32.2% research staff and 17.8% faculty members. Non-parametric statistical techniques were used to analyse preferences across different RI education modes and within sub-groups (i.e., fields, age, native language, roles in research community). RESULTS More than 92% of respondents subscribed to the importance of RI education, but with different preferences for education modes. With respect to RI education in NTU, Compass e-newsletters were ranked the lowest (p < 0.05). Most felt that they were too wordy and unengaging, making it difficult to absorb information. Similarly, Epigeum e-Learning (p < 0.05) and 'policy' (p < 0.05) were found to be too lengthy in presentation. The compulsory NTU RI education modes (Epigeum e-learning and 'policy') enjoyed higher participation rates of 70-80% compared with 32-37% for the self-regulated modes (DMP workshop and e-newsletter). This suggests that regulatory mechanisms are still necessary to promote participation in RI education, and thus, core RI education content should be made compulsory in research/academic institutions. Although Epigeum is a compulsory course, some may not have participated in the programme due to technical issues or they might have forgotten to participate in the programme within the permissible timeframe. For all four RI education modes in NTU, the lack of awareness was among the top cited reasons for not participating. CONCLUSIONS Most NTU researchers perceived RI education positively although they may have reservations for some approaches. Conversely, e-Learning is favored over all the other modes except for the mode of Policy. Findings from this study are useful for improving the design of RI education strategies to be more appealing to the research community by enhancing user experience in terms of user-friendliness, relevance to specialisation, providing concise information and better presentation of materials For institutions with similar modes of RI education as NTU, these results may be relevant in improving participation rates and presentation of RI education modes, such as the use of infographics and more concise information.
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Affiliation(s)
- Jolene Y L Chua
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Celine S L Lee
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Kwee P Yeo
- School of Physical and Mathematical Sciences, Nanyang Technological University, Singapore, Singapore
| | - Yusuf Ali
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Chin L Lim
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
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Yi N, Nemery B, Dierickx K. Do biomedical researchers differ in their perceptions of plagiarism across Europe? Findings from an online survey among leading universities. BMC Med Ethics 2022; 23:78. [PMID: 35941640 PMCID: PMC9358876 DOI: 10.1186/s12910-022-00818-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Accepted: 07/29/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Existing research on perceptions of plagiarism and cultural influences mainly focuses on comparisons between the Western World and the Eastern World. However, possible differences within the Western World have hardly been assessed, especially among biomedical academics. The authors compared perceptions of plagiarism among European biomedical researchers who participated in an online survey. METHODS The present work is based on the data collected in a previous online survey done in 2018 among biomedical researchers working in leading European and Chinese universities. Respondents based in Europe were grouped into three geographical regions (northern Europe, southern Europe and northwestern Europe) and their responses were analyzed using logistic regression analysis with adjustments for demographic factors. RESULTS Data were available from 810 respondents (265 northern Europe, 101 southern Europe, 444 northwestern Europe). In addition to their generally similar responses, different perceptions of plagiarism were observed among respondents in the three European regions. In summary, among the three European regions, Nordic respondents identified the most types of practices as plagiarism. Compared to the southern respondents, Nordic and northwestern respondents were more likely to consider less evident practices as plagiarism, such as Rephrasing another person's work without crediting the source [aORN|S 1.99 (95%CI 1.08;3.67), aORS|NW 0.50 (95%CI 0.28;0.91)] and With permission from the original author, using another's text without crediting the source [aORN|S 3.16 (95%CI 1.90;5.25), aORS|NW 0.26 (95%CI 0.16;0.42)]. In contrast, the southern respondents were the most inclined to recognize recycling of one's previously rejected research proposal as plagiarism. CONCLUSIONS In spite of a generally similar response pattern, the present study indicates different perceptions of plagiarism among European biomedical researchers. These intra-European differences should be considered when addressing plagiarism.
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Affiliation(s)
- Nannan Yi
- Department of Medical Humanities, School of Humanities, Southeast University, Nanjing, 211189, China.
| | - Benoit Nemery
- Centre for Environment and Health, Department of Public Health and Primary Care, KU Leuven, Leuven, Belgium
| | - Kris Dierickx
- Centre for Biomedical Ethics and Law, Department of Public Health and Primary Care, KU Leuven, Leuven, Belgium
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Nakkash R, Ali A, Alaouie H, Asmar K, Hirschhorn N, Mugharbil S, Nuwayhid I, London L, Saban A, Rashid SF, Ahmed MK, Knai C, Bigland C, Afifi RA. Attitudes and practices of public health academics towards research funding from for-profit organizations: cross-sectional survey. Int J Public Health 2020; 65:1133-1145. [PMID: 32840634 PMCID: PMC7497330 DOI: 10.1007/s00038-020-01416-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Revised: 06/16/2020] [Accepted: 06/22/2020] [Indexed: 11/23/2022] Open
Abstract
Objectives The growing trend of for-profit organization (FPO)-funded university research is concerning because resultant potential conflicts of interest might lead to biases in methods, results, and interpretation. For public health academic programmes, receiving funds from FPOs whose products have negative health implications may be particularly problematic. Methods A cross-sectional survey assessed attitudes and practices of public health academics towards accepting funding from FPOs. The sampling frame included universities in five world regions offering a graduate degree in public health; 166 academics responded. Descriptive, bivariate, and logistic regression analyses were conducted. Results Over half of respondents were in favour of accepting funding from FPOs; attitudes differed by world region and gender but not by rank, contract status, % salary offset required, primary identity, or exposure to an ethics course. In the last 5 years, almost 20% of respondents had received funding from a FPO. Sixty per cent of respondents agreed that there was potential for bias in seven aspects of the research process, when funds were from FPOs. Conclusions Globally, public health academics should increase dialogue around the potential harms of research and practice funded by FPOs. Electronic supplementary material The online version of this article (10.1007/s00038-020-01416-0) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Rima Nakkash
- Faculty of Health Sciences, American University of Beirut, Beirut, Lebanon
| | - Ahmed Ali
- Faculty of Health Sciences, American University of Beirut, Beirut, Lebanon
| | - Hala Alaouie
- Faculty of Health Sciences, American University of Beirut, Beirut, Lebanon
| | - Khalil Asmar
- Faculty of Health Sciences, American University of Beirut, Beirut, Lebanon
| | | | - Sanaa Mugharbil
- Faculty of Health Sciences, American University of Beirut, Beirut, Lebanon
| | - Iman Nuwayhid
- Faculty of Health Sciences, American University of Beirut, Beirut, Lebanon
| | - Leslie London
- School of Public Health and Family Medicine, University of Cape Town, Cape Town, South Africa
| | - Amina Saban
- School of Public Health and Family Medicine, University of Cape Town, Cape Town, South Africa
| | - Sabina Faiz Rashid
- James P. Grant School of Public Health, BRAC University, Dhaka, Bangladesh
| | - Md Koushik Ahmed
- James P. Grant School of Public Health, BRAC University, Dhaka, Bangladesh
| | - Cecile Knai
- London School of Hygiene and Tropical Medicine, London, UK
| | - Charlotte Bigland
- UK Specialty Registrar, Severn Postgraduate Medical Education School of Public Health, Health Education England, London, UK
| | - Rima A Afifi
- Department of Community and Behavioral Health, College of Public Health, University of Iowa, 145 N Riverside Drive, Iowa City, IA, USA.
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Nygren JM, de Ruiter HP. Examining the Ethical Implications of Health Care Technology Described in US and Swedish PhD Dissertations: Protocol for a Scoping Review. JMIR Res Protoc 2020; 9:e14157. [PMID: 32012096 PMCID: PMC7003119 DOI: 10.2196/14157] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2019] [Revised: 10/26/2019] [Accepted: 10/29/2019] [Indexed: 12/04/2022] Open
Abstract
BACKGROUND The development of new biomedical technologies is accelerating at an unprecedented speed. These new technologies will undoubtedly bring solutions to long-standing problems and health conditions. However, they will likely also have unintended effects or ethical implications accompanying them. It may be presumed that the research behind new technologies has been evaluated from an ethical perspective; however, the evidence that this has been done is scant. OBJECTIVE This study aims to understand whether and in what manner PhD dissertations focused on health technologies describe actual or possible ethical issues resulting from their research. METHODS The purpose of scoping reviews is to map a topic in the literature comprehensively and systematically to identify gaps in the literature or identify key evidence. The search strategy for this protocol will include electronic databases (eg, ProQuest, PubMed, Diva, SwePub, and LIBRIS). Searches will be limited to PhD dissertations published in the United States and Sweden in the last 10 years. The study will be mapped in 5 stages: (1) identifying the research question, (2) identifying relevant studies, (3) study selection, (4) retrieving and charting the data, and (5) collating, summarizing, and reporting the results. RESULTS The findings of this study will indicate if and how researchers, PhD students, and their supervisors are considering ethics in their studies, including both research ethics and the ethical implications of their work. The findings can guide researchers in determining gaps and shortcomings in current doctoral education and offer a foundation to adjusting doctoral research education. CONCLUSIONS In a society where technology and research are advancing at speeds unknown to us before, we need to find new and more efficient ways to consider ethical issues and address them in a timely manner. This study will offer an understanding of how ethics is currently being integrated into US and Swedish PhD dissertations and inform the future direction of ethics education at a doctoral level. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/14157.
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Affiliation(s)
| | - Hans-Peter de Ruiter
- Halmstad University, Halmstad, Sweden
- Minnesota State University, Mankato, MN, United States
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Kang JS. Ethics and Industry Interactions: Impact on Specialty Training, Clinical Practice, and Research. Rheum Dis Clin North Am 2019; 46:119-133. [PMID: 31757280 DOI: 10.1016/j.rdc.2019.09.007] [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: 10/25/2022]
Abstract
Physicians in training and their mentors must be cognizant of ethical concerns related to industry interactions. Mentors perceived to have conflicts of interest or to be engaging in misconduct can unconsciously and profoundly affect the learning and academic environment by implying certain values and expectations. Despite increased awareness of ethical concerns related to industry interactions in clinical practice and research, there remains a need for interventions to prevent ethical transgressions. Ethics education is essential and a move in the right direction, but it alone is likely inadequate in preventing unethical behavior. Education should be supplemented with ethical environments at institutions.
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Affiliation(s)
- Jane S Kang
- Division of Rheumatology, Columbia University Medical Center, 630 West 168th Street, P&S 3-450, New York, NY 10032, USA.
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Yi N, Nemery B, Dierickx K. Integrity in Biomedical Research: A Systematic Review of Studies in China. SCIENCE AND ENGINEERING ETHICS 2019; 25:1271-1301. [PMID: 29721845 DOI: 10.1007/s11948-018-0057-x] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2017] [Accepted: 04/01/2018] [Indexed: 05/09/2023]
Abstract
Recent empirical evidence has demonstrated that research misconduct occurs to a substantial degree in biomedical research. It has been suggested that scientific integrity is also of concern in China, but this seems to be based largely on anecdotal evidence. We, therefore, sought to explore the Chinese situation, by making a systematic review of published empirical studies on biomedical research integrity in China. One of our purposes was also to summarize the existing body of research published in Chinese. We searched the China National Knowledge Infrastructure, Wanfang Data, PubMed and Web of Science for potentially relevant studies, and included studies meeting our inclusion criteria, i.e. mainly those presenting empirically obtained data about the practice of research in China. All the data was extracted and synthesized using an inductive approach. Twenty-one studies were included for review. Two studies used qualitative methods (interviews) and nineteen studies used quantitative methods (questionnaires). Studies involved mainly medical postgraduates and nurses and they investigated awareness, attitudes, perceptions and experiences of research integrity and misconduct. Most of the participants in these 21 studies reported that research integrity is of great importance and that they obey academic norms during their research. Nevertheless, the occurrence of research misbehaviors, such as fabrication, falsification, plagiarism, improper authorship and duplicate submission was also reported. Strengthening research integrity training, developing the governance system and improving the scientific evaluation system were areas of particular attention in several studies. Our review demonstrates that a substantial number of articles have been devoted to research integrity in China, but only a few studies provide empirical evidence. With more safeguard measures of research integrity being taken in China, it would be crucial to conduct more research to explore researchers' in-depth perceptions and evaluate the changes.
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Affiliation(s)
- Nannan Yi
- Centre for Biomedical Ethics and Law, Department of Public Health and Primary Care, KU Leuven - University of Leuven, Kapucijnenvoer 35, Blok D, Box 7001, 3000, Leuven, Belgium
| | - Benoit Nemery
- Centre for Environment and Health, Department of Public Health and Primary Care, KU Leuven - University of Leuven, O&N 1, Herestraat 49, Box 706, 3000, Leuven, Belgium
| | - Kris Dierickx
- Centre for Biomedical Ethics and Law, Department of Public Health and Primary Care, KU Leuven - University of Leuven, Kapucijnenvoer 35, Blok D, Box 7001, 3000, Leuven, Belgium.
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Olesen AP, Amin L, Mahadi Z, Ibrahim M. Emphasizing the experiences of researchers after RCR instructions: Introduction to Responsible Conduct of Research (RCR) in Malaysia. Account Res 2019; 26:157-175. [PMID: 30982340 DOI: 10.1080/08989621.2019.1607312] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
The purpose of this study is to highlight the experiences of individuals who participate in the Responsible Conduct of Research (RCR) training program held at various universities in Malaysia. In response to a mailing request sent to 40 individuals who had undertaken a RCR training program, 15 participants agreed to be interviewed. The results of the study showed that the three main reasons for participating in the training were as follows: anticipation for knowledge gained; personal experience with research misconduct; and establishing a new network of researchers. In terms of the positive effects gained from undertaking the training, the participants highlighted an increased awareness of the issues and problems related to research misconduct; the need to promote integrity in research conduct; a change in the way they conduct their research; and a change in the way they confront and address misconduct. The findings of this study should be valuable for policy makers and those involved in the management of research programs and ethics, as it demonstrated the importance of RCR training in equipping researchers with the necessary knowledge to conduct research responsibly, and to avoid research misconduct.
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Affiliation(s)
| | - Latifah Amin
- a Pusat Citra Universiti , University Kebangsaan Malaysia , Bangi , Selangor , Malaysia
| | - Zurina Mahadi
- a Pusat Citra Universiti , University Kebangsaan Malaysia , Bangi , Selangor , Malaysia
| | - Maznah Ibrahim
- a Pusat Citra Universiti , University Kebangsaan Malaysia , Bangi , Selangor , Malaysia
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Sacco DF, Brown M. Assessing the Efficacy of a Training Intervention to Reduce Acceptance of Questionable Research Practices in Psychology Graduate Students. J Empir Res Hum Res Ethics 2019; 14:209-218. [PMID: 30943835 DOI: 10.1177/1556264619840525] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
We designed and tested the efficacy of a 1-hr training session to mitigate endorsement of questionable research practices (QRPs), research practices that raise ethical concerns and are detrimental to reproducible science, in psychology graduate students. We assessed attitudes toward QRPs 1 week prior to the training, 1 week following the training, and at 2-month follow-up. Participants reported QRPs as less ethically defensible 1 week following the intervention compared with 1 week prior, with attitudes at 2-month follow-up falling in between these time points. Results were maintained even when controlling for socially desirable responding. Participants who rated the training more favorably demonstrated greater attitude change toward detrimental research practices. These results provide evidence that an intervention to educate graduate students about QRPs and their negative impact on science can mitigate consideration of such practices as ethically defensible, although such benefits may not hold over time without additional training sessions.
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Affiliation(s)
- Donald F Sacco
- 1 The University of Southern Mississippi, Hattiesburg, USA
| | - Mitch Brown
- 1 The University of Southern Mississippi, Hattiesburg, USA
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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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Todd EM, Watts LL, Mulhearn TJ, Torrence BS, Turner MR, Connelly S, Mumford MD. A Meta-analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach. SCIENCE AND ENGINEERING ETHICS 2017; 23:1719-1754. [PMID: 28150177 DOI: 10.1007/s11948-017-9869-3] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2016] [Accepted: 01/02/2017] [Indexed: 06/06/2023]
Abstract
Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses (i.e., face-to-face, online, hybrid). The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online were most effective when restricted to compliance-based instructional contents. Overall, hybrid courses were found to be most effective, suggesting that ethics courses are best delivered using a blend of formats and content areas. Implications and recommendations for future development of ethics education courses in the sciences are discussed.
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Affiliation(s)
- E Michelle Todd
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Logan L Watts
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Tyler J Mulhearn
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Brett S Torrence
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Megan R Turner
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Shane Connelly
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Michael D Mumford
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA.
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA.
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Research Ethics in the Assessment of PhD Theses: Footprint or Footnote? JOURNAL OF ACADEMIC ETHICS 2017. [DOI: 10.1007/s10805-017-9276-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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14
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Evidence of Sustainable Learning from the Mastery Rubric for Ethical Reasoning. EDUCATION SCIENCES 2016. [DOI: 10.3390/educsci7010002] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Master Z, McDonald M, Paciulli D, Longstaff H. A Primer on Ethics Education for Stem Cell and Biomedical Scientists. CURRENT STEM CELL REPORTS 2016. [DOI: 10.1007/s40778-016-0064-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Petillion W, Melrose S, Moore SL, Nuttgens S. Graduate students’ experiences with research ethics in conducting health research. RESEARCH ETHICS 2016. [DOI: 10.1177/1747016116677635] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Graduate students typically first experience research ethics when they submit their masters or doctoral research projects for ethics approval. Research ethics boards in Canada review and grant ethical approval for student research projects and often have to provide additional support to these novice researchers. Previous studies have explored curriculum content, teaching approaches, and the learning environment related to research ethics for graduate students. However, research does not exist that examines students’ actual experience with the research ethics process. Qualitative description was used to explore the research ethics review experience of 11 masters and doctoral students in health discipline programs. Data analysis revealed four themes: curriculum, supervisor support, the ethics application process, and students’ overall experience. The results of this research suggest ideas for enhancing curriculum, deepening students’ relationships with supervisors, and developing the role of research ethics boards to support education for novice researchers. This study contributes to comprehension of the research ethics experience for graduate students and what they value as new researchers.
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Affiliation(s)
- Wendy Petillion
- Interior Health Authority, Kelowna, British Columbia, Canada
| | - Sherri Melrose
- Centre for Nursing & Health Studies, Athabasca University, Alberta, Canada
| | - Sharon L Moore
- Centre for Nursing & Health Studies, Athabasca University, Alberta, Canada
| | - Simon Nuttgens
- Graduate Centre for Applied Psychology, Athabasca University, Alberta, Canada
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Chen JY. Research as Profession and Practice: Frameworks for Guiding the Responsible Conduct of Research. Account Res 2016; 23:351-73. [PMID: 27283736 DOI: 10.1080/08989621.2016.1196439] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Programs in the responsible conduct of research (RCR) vary between institutions, demonstrated by disparate structures and goals. These variations may be attributed to the absence of grounding frameworks within which to examine research and RCR education programs. This article examines research as a practice and a profession, using these frames to draw out defining features of research and the moral obligations entailed. Situating research within virtue ethics can clarify how researchers might cultivate the virtues necessary for meeting its obligations and aims. By elucidating these features, these perspectives can serve to guide the development of RCR education programs.
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Affiliation(s)
- Jiin-Yu Chen
- a Office of the Vice Provost for Research , Boston College , Chestnut Hill , Massachusetts , USA
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18
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Watts LL, Medeiros KE, Mulhearn TJ, Steele LM, Connelly S, Mumford MD. Are Ethics Training Programs Improving? A Meta-Analytic Review of Past and Present Ethics Instruction in the Sciences. ETHICS & BEHAVIOR 2016; 27:351-384. [PMID: 30740008 PMCID: PMC6368181 DOI: 10.1080/10508422.2016.1182025] [Citation(s) in RCA: 74] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Given the growing public concern and attention placed on cases of research misconduct, government agencies and research institutions have increased their efforts to develop and improve ethics education programs for scientists. The present study sought to assess the impact of these increased efforts by sampling empirical studies published since the year 2000. Studies published prior to 2000 examined in other meta-analytic work were also included to provide a baseline for assessing gains in ethics training effectiveness over time. In total,this quantitative review consisted of 66 empirical studies, 106 ethics courses, 150 effect sizes, and 10,069 training participants. Overall, the findings indicated that ethics instruction resulted in sizable benefits to participants and has improved considerably within the last decade. A number of specific findings also emerged regarding moderators of instructional effectiveness. Recommendations are discussed for improving the development, delivery, and evaluation of ethics instruction in the sciences.
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Affiliation(s)
- Logan L Watts
- Department of Psychology, The University of Oklahoma
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Steele LM, Mulhearn TJ, Medeiros KE, Watts LL, Connelly S, Mumford MD. How Do We Know What Works? A Review and Critique of Current Practices in Ethics Training Evaluation. Account Res 2016; 23:319-50. [DOI: 10.1080/08989621.2016.1186547] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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20
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Tractenberg RE, Russell AJ, Morgan GJ, FitzGerald KT, Collmann J, Vinsel L, Steinmann M, Dolling LM. Using Ethical Reasoning to Amplify the Reach and Resonance of Professional Codes of Conduct in Training Big Data Scientists. SCIENCE AND ENGINEERING ETHICS 2015; 21:1485-507. [PMID: 25431219 PMCID: PMC4656703 DOI: 10.1007/s11948-014-9613-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2014] [Accepted: 11/20/2014] [Indexed: 06/04/2023]
Abstract
The use of Big Data--however the term is defined--involves a wide array of issues and stakeholders, thereby increasing numbers of complex decisions around issues including data acquisition, use, and sharing. Big Data is becoming a significant component of practice in an ever-increasing range of disciplines; however, since it is not a coherent "discipline" itself, specific codes of conduct for Big Data users and researchers do not exist. While many institutions have created, or will create, training opportunities (e.g., degree programs, workshops) to prepare people to work in and around Big Data, insufficient time, space, and thought have been dedicated to training these people to engage with the ethical, legal, and social issues in this new domain. Since Big Data practitioners come from, and work in, diverse contexts, neither a relevant professional code of conduct nor specific formal ethics training are likely to be readily available. This normative paper describes an approach to conceptualizing ethical reasoning and integrating it into training for Big Data use and research. Our approach is based on a published framework that emphasizes ethical reasoning rather than topical knowledge. We describe the formation of professional community norms from two key disciplines that contribute to the emergent field of Big Data: computer science and statistics. Historical analogies from these professions suggest strategies for introducing trainees and orienting practitioners both to ethical reasoning and to a code of professional conduct itself. We include two semester course syllabi to strengthen our thesis that codes of conduct (including and beyond those we describe) can be harnessed to support the development of ethical reasoning in, and a sense of professional identity among, Big Data practitioners.
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Affiliation(s)
- Rochelle E Tractenberg
- Collaborative for Research on Outcomes and -Metrics, Departments of Neurology, Biostatistics, Bioinformatics and Biomathematics, and Psychiatry, Georgetown University Medical Center, Building D, Suite 207, 4000 Reservoir Rd. NW, Washington, DC, 20057, USA.
| | - Andrew J Russell
- College of Arts and Letters, Stevens Institute of Technology, Hoboken, NJ, USA
| | - Gregory J Morgan
- College of Arts and Letters, Stevens Institute of Technology, Hoboken, NJ, USA
| | - Kevin T FitzGerald
- Dr. David P. Lauler Chair in Catholic Health Care Ethics and Department of Oncology, Georgetown University Medical Center, Washington, DC, USA
| | - Jeff Collmann
- Department of Molecular Biology, Georgetown University Medical Center, Washington, DC, USA
| | - Lee Vinsel
- College of Arts and Letters, Stevens Institute of Technology, Hoboken, NJ, USA
| | - Michael Steinmann
- College of Arts and Letters, Stevens Institute of Technology, Hoboken, NJ, USA
| | - Lisa M Dolling
- College of Arts and Letters, Stevens Institute of Technology, Hoboken, NJ, USA
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Kalichman M. A Modest Proposal to Move RCR Education Out of the Classroom and into Research. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2014; 15:93-5. [PMID: 25574254 PMCID: PMC4278527 DOI: 10.1128/jmbe.v15i2.866] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
Requirements for training in responsible conduct of research have significantly increased over the past 25 years, but worries about the integrity of science have only intensified. The approach to training has relied largely on short-term experiences, either online or in person. Even if done well, such strategies remain separate from, and a negligible fraction of, the practice of research. A proposed alternative is to empower faculty, postdoctoral fellows, and graduate student leaders to foster conversations about research ethics in the research environment.
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Affiliation(s)
- Michael Kalichman
- Corresponding author. Mailing address: Research Ethics Program, University of California – San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0612. Phone: 858-822-2027. Fax: 858-822-5765. E-mail:
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22
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McCormack WT, Garvan CW. Team-based learning instruction for responsible conduct of research positively impacts ethical decision-making. Account Res 2014; 21:34-49. [PMID: 24073606 DOI: 10.1080/08989621.2013.822267] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Common practices for responsible conduct of research (RCR) instruction have recently been shown to have no positive impact on and possibly to undermine ethical decision-making (EDM). We show that a team-based learning (TBL) RCR curriculum results in some gains in decision ethicality, the use of more helpful metacognitive reasoning strategies in decision-making, and elimination of most negative effects of other forms of RCR instruction on social-behavioral responses. TBL supports the reasoning strategies and social mechanisms that underlie EDM and ethics instruction, and may provide a more effective method for RCR instruction than lectures and small group discussion.
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Affiliation(s)
- Wayne T McCormack
- a Department of Pathology, Immunology, and Laboratory Medicine , University of Florida College of Medicine , Gainesville , Florida , USA
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23
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Abstract
Responsible conduct of research (RCR) education requirements, resources, and research have proliferated over the past twenty years, but evidence and experience highlight shortcomings in many domains: goals, audience, content, teaching tools, use of the Internet for instruction, instructors, allocation of responsibility for education, education requirements, and sources of funding. Revised approaches and suggested roles and responsibilities are proposed to meet these challenges. The unifying theme for these recommendations is to shift the focus from RCR education to RCR culture building.
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Affiliation(s)
- Michael Kalichman
- a Research Ethics Program, University of California, San Diego , La Jolla , California , USA
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24
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DiLorenzo TA, Becker-Fiegeles J, Gibelman M. Education in the responsible conduct of research in psychology: methods and scope. Account Res 2013; 21:143-58. [PMID: 24325210 DOI: 10.1080/08989621.2014.847659] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
In this mixed-method study of education in the responsible conduct of research (RCR) in psychology, phase one survey respondents (n = 141) reported that faculty and students were familiar with RCR standards and procedures to educate them were believed to be adequate. However, educational methods varied widely. In phase two, seven survey respondents completed in-depth interviews assessing RCR training and education and research review procedures. Educational methods through which RCR content was presented included the following ones: traditional (lectures), technical (web-based), and experiential (internships), but RCR was often minimally considered in the formal curriculum. Our results suggest that psychology training programs might benefit from more formal consideration of RCR education and training in the curriculum.
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Affiliation(s)
- Terry A DiLorenzo
- a Stern College for Women, Yeshiva University , New York , New York , USA
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25
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26
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Plemmons DK, Kalichman MW. Reported goals of instructors of responsible conduct of research for teaching of skills. J Empir Res Hum Res Ethics 2013; 8:95-103. [PMID: 23651933 DOI: 10.1525/jer.2013.8.2.95] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The National Institutes of Health (NIH) training grant requirement to provide training in the responsible conduct of research (RCR) is now more than 20 years old. Implicit in the requirement is that this training will have an impact not only on what trainees know, but on what they know how to do. There is, however, a range of responses about what skills are seen to be necessary for the ethical practice of science. As part of a larger, earlier study examining RCR instructors' overall goals in teaching RCR, we asked 50 RCR instructors from 37 different institutions what their goals were for teaching skills in their RCR courses. The responses about what constituted necessary skills were wide ranging, from a focus on teaching the skill of ethical decision making to the perceived importance of ensuring that trainees understand the importance of the community in some research relationships. This diversity in responses about what skills should be taught in RCR courses is not especially surprising, given the variation in instructors, formats, instruction, goals, and outcome measures for RCR courses, but it does reinforce the necessity of giving more thought to what goals are to be achieved. This is true not only of skills to be learned, but of any other objectives one might have for research ethics teaching and learning.
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Abstract
Responsible conduct of research (RCR) education is now common throughout the United States, primarily in response to federal requirements beginning with the National Institutes of Health in 1989. Despite this long history, RCR education programs remain highly disparate, often with ill-defined content, format, and goals, and minimal evidence for effectiveness. However because it is widely believed that such programs can have value, it is hoped that a review of what is available, and how that came to pass, will highlight what has been done well and where gaps still remain.
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Affiliation(s)
- Michael Kalichman
- a Research Ethics Program , University of California , San Diego, La Jolla , California , USA
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28
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Smolak A, Gorroochurn P, Kamarulzaman A, Janjua N. Asian Public Concern over the Ethics of Scientists: Predictors and Implications for Research Ethics. Account Res 2012; 19:370-82. [DOI: 10.1080/08989621.2012.728912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Alex Smolak
- a Columbia University, School of Social Work , New York , New York , USA
- b Asia Pacific Comprehensive Stroke Institute , Hilo , Hawaii , USA
| | - Prakash Gorroochurn
- c Mailman School of Public Health, Department of Biostatistics , Columbia University , New York , New York , USA
| | | | - Nazli Janjua
- b Asia Pacific Comprehensive Stroke Institute , Hilo , Hawaii , USA
- d Faculty of Medicine , University of Malaya , Kuala Lumpur , Malaysia
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29
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Burns DJ. Exploring the effects of using consumer culture as a unifying pedagogical framework on the ethical perceptions of MBA students. ACTA ACUST UNITED AC 2011. [DOI: 10.1111/j.1467-8608.2011.01636.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- David J. Burns
- Williams College of Business; Xavier University; Cincinnati; USA
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30
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Abstract
The current methods of dealing with research misconduct involve detection and rectification after the incident has already occurred. This method of monitoring scientific integrity exerts considerable negative effects on the concerned persons and is also wasteful of time and resources. Time has arrived for research administrators to focus seriously on prevention of misconduct. In this article, preventive models suggested earlier by Weed and Reason have been combined to arrive at six models of prevention. This is an effort to streamline the thinking regarding misconduct prevention, so that the advantages and disadvantages of each can be weighed and the method most appropriate for the institute chosen.
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