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5 Promoting Integrity in Research Through Education
Pages 84-111

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From page 84...
... However, in this chapter, the committee argues that the provision of instruction in the responsible conduct of research derives from a premise fundamental to doing science: the responsible conduct of research is not distinct from research; on the contrary, competency in research entails responsible conduct and the capacity for ethical decision making. Indeed, the committee argues that integrity in research should be developed in the context of an overall research education program.
From page 85...
... This principle was adopted by the National Academy of Sciences in 1992: "Scientists and research institutes should integrate into their curricula educational programs that foster faculty and student awareness of concerns related to the integrity of the research process" (emphasis added)
From page 86...
... These include the ability to (a) identify the ethical dimensions of situations that arise in the research setting and the laws, regulations, and guidelines governing one's field that apply to those situations (ethical sensitivity)
From page 87...
... in context, as proposed in the sections that follow. Interpreting the Ethical Dimensions of Problems in the Research Setting Ethical sensitivity involves the awareness by researchers of how their actions affect others.
From page 89...
... , to signal the distinctive expectations of the researcher that derive from the norms and rules that govern research practice. Research on ethical sensitivity in professional settings indicates that (1)
From page 90...
... Each scenario includes five to nine acts of intolerance that violate one or more of the common principles specified in codes of ethics. Developing Competence in Reasoning About the Complex Problems That Arise in the Research Setting Ethical reasoning implies that professionals be able to critically analyze their own moral arguments and develop defensible points of view for new problems that are likely to emerge during the course of professional life.
From page 91...
... a medical curriculum without an ethics curriculum tends not to enhance moral reasoning; (2) instruction can be effective, although not all interventions produce significant gains; (3)
From page 92...
... Thus, the committee encourages faculty to develop a curriculum that provides opportunities to apply the more general moral reasoning ability that develops as a result of higher education to the specific problems that arise in the research setting (i.e., to develop "ethical reasonings. On the basis of the original work of Kohlberg (1984)
From page 93...
... To ensure that discussions are not just windy exchanges of opinion, the course facilitator is encouraged to have students explore the criteria for judging moral arguments before engaging in discussion and then use the criteria to critique each other's verbal or written arguments. Assessment Methods Tools that can be used to assess competence in ethical reasoning are available.
From page 94...
... suggests that at least 30 percent of graduates from West Point have not achieved key transitions in identity formation that would enable them to have the broad, internalized understanding of and commitment to codes in the responsible conduct of research and other professional standards. Whereas such individuals may see codes and professional standards as guides for behavior, they are likely to conform to the guides simply to garner rewards and avoid negative consequences, without achieving an understanding of their personal responsibility.
From page 95...
... is to convey the central values of the scientific enterprise. In an earlier era, such values were typically conveyed informally, through mentors and research advisers.
From page 96...
... Professional educational programs assist individuals in understand~ng the broad fundamentals of their disciplines; gaining some depth in the details of a particular subarea; and obtaining practical experience in research, including experimental design, methodology, data analysis, and other practices detailed in the definition of integrity in research. Fischer and Zigmond (1998)
From page 97...
... Assessment Methods Some aspects of survival skills might be assessed by simple tests; for example, trainees might be asked to edit a description of an experiment, evaluate a research article for possible publication, comment on a resume, or communicate written feedback about some offense to a colleague. In each of these tests, the task should include something that requires attention to the ethical dimensions (e.g., a possible misrepresentation)
From page 98...
... Principles of Adult Learning This section briefly describes six learning principles that should be considered when developing an educational program on the responsible conduct of research.
From page 99...
... 3. Active participation in problem-oriented learning is an important component of effective educational programs.
From page 100...
... Although developmental differences are of prime importance for promoting the intellectual and moral dimensions of integrity in research, other individual differences also warrant consideration when designing educational programs. Furthermore, individuals vary in their preferred learning styles (Burgess, 1971; Dickenson and Clark, 1975; Knox, 1978~.
From page 101...
... Incorporating Current Practices in an Effective Curriculum The background section of this chapter outlined the committee's rationale for recommending that education in the responsible conduct of research be taught in the context of the overall educational program. Formal education in the responsible conduct of research can be provided in a wide variety of ways.
From page 102...
... For example, a short course could be used to introduce new graduate students to the norms and values of the scientific enterprise. Alternatively, a course could be devoted to a particular topic, such as preparing an informed-consent protocol for a study of human subjects to be submitted to an institutional review board.
From page 103...
... As with short seminars, however, the typically large numbers of individuals who participate in workshops often limit the amount of active learning or instruction that takes into consideration the knowledge base of individual students. Computer-Based Instruction As institutions work to provide education in the responsible conduct of research to ever-larger numbers of individuals, there seems to be an emerging use of computer-based educational programs, either via a centralized website or via diskettes or compact discs that are made available to individuals.
From page 104...
... This discussion might be included as part of the series of breakout groups that are often organized for core courses to focus on a particular research article. Faculty teaching in one or the other formats can provide opportunities to learn to lead a discussion that promotes ethical reasoning or to lead a group activity that promotes ethical implementation (several texts with case studies are listed in Appendix D in the section Responsible Scientific Conduct)
From page 105...
... Professional skills, like more traditional aspects of a curriculum, have ethical dimensions. For example, when one is teaching about writing research articles, discussions might include issues of plagiarism, honorary authorship, data selection, and graphic design, while a workshop on grantsmanship might include a discussion of the importance of not overstating the sensitivities of methods or the quality of pilot data, exaggerating the assistance that one obtains from colleagues, or promising more than can be accomplished.
From page 106...
... Offering instruction in survival skills is a clear indication that the faculty and the institution accept some responsibility for the professional advancement of their students. However, programs in professional skills should not replace or reduce the efforts of individual advisers to provide individual mentoring.
From page 107...
... Adviser-based education of trainees should be supplemented by a program of education in the responsible conduct of research that is integrated into the overall educational program to include (1) a core course, (2)
From page 108...
... 1998. Racial ethical sensitivity test: REST videotapes.
From page 109...
... Bulger, RE 2000. Teaching ethics in biomedical sciences: Effects on moral reasoning skills.
From page 110...
... 1997. Alchemy and beyond: Indexing the Defining Issues Test.
From page 111...
... 1994. Moral Reasoning in Medicine.


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