Fostering Integrity in Research
Fostering Integrity in Research
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促进研究诚信
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发表时间：
2017
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通讯作者：
ProTon Europe
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作者：
ProTon Europe
在可用于改善负责任的研究行为的许多干预措施中，教育干预措施是最常用的干预措施之一。然而，教育干预措施有多种形式，并已证明具有不同的效果。认识到这一点，导致呼吁系统评估负责任的行为研究教育计划。在目前的努力，基本原则评估教育计划进行了讨论。随后，这些原则的应用在负责任的行为研究教育计划的评价。它的结论是，系统的评估教育计划不仅允许评估的教学效果，但也允许逐步完善的教育举措。科学和工程中的伦理问题之所以令人关注，不仅是因为它对研究企业的进步产生了影响，而且还因为科学家和工程师的工作影响了许多人的生活。对这一点的认识导致了一些旨在改善研究人员道德行为的举措（国家工程院，2009年;国家医学研究所，2002年;国家科学院，1992年）。虽然已经提出了一些干预措施作为改善道德行为的基础，例如制定道德准则，开放数据访问和更好的指导，但应用最广泛的方法可能是道德教育（研究生院理事会，2012年）-一种通常被称为负责任研究行为培训（RCR）的干预措施。当一个审查现有的文献RCR培训，很明显，各种各样的方法已被采用。一些RCR课程基于自定进度的在线教学框架（例如Braunschweiger和Goodman，2007）。其他RCR课程涉及使用现实练习和案例进行较长时间的面对面教学（例如Kligyte，Marcy，Waples，Sevier，戈弗雷，Mumford和Hougen，2008）。随着委员会启动这项研究，成员们意识到，与负责任的研究行为教育计划的有效性有关的问题以及如何改进这些计划是研究任务的重要组成部分。已经做了大量的工作来探索这些主题。这项工作产生了重要的见解，但需要进行更多的研究，以加强与几个关键政策问题有关的证据基础。该委员会询问了该领域的主要研究人员之一Michael D.芒福德，准备一份审查，描述当前的知识状态，并描述未来的优先事项和评估和改进RCR教育计划的途径。由此产生的审查是本报告第10章的重要原始材料。委员会还认为，审查增加了本报告作为一个独立文件的价值，并将其作为附录。
Of the many interventions that might be used to improve the responsible conduct of research, educational interventions are among the most frequently employed. However, educational interventions come in many forms and have proven of varying effectiveness. Recognition of this point has led to calls for the systematic evaluation of responsible conduct of research educational programs. In the present effort, the basic principles underlying evaluation of educational programs are discussed. Subsequently, the application of these principles in the evaluation of responsible conduct of research educational programs is described. It is concluded that systematic evaluation of educational programs not only allow for the appraisal of instructional effectiveness but also allows for progressive refinement of educational initiatives. Ethics in the sciences and engineering is of concern not only because of its impact on progress in the research enterprise but also because the work of scientists and engineers impacts the lives of many people. Recognition of this point has led to a number of initiatives intended to improve the ethical conduct of investigators (National Academy of Engineering, 2009; National Institute of Medicine, 2002; National Academy of Sciences, 1992). Although a number of interventions have been proposed as a basis for improving ethical conduct, for example development of ethical guidelines, open data access, and better mentoring, perhaps the most widely applied approach has been ethics education (Council of Graduate Schools, 2012)—an intervention often referred to as training in the responsible conduct of research (RCR). When one examines the available literature on RCR training, it is apparent that a wide variety of approaches have been employed. Some RCR courses are based on a self-paced, online, instructional framework (e.g. Braunschweiger and Goodman, 2007). Other RCR courses involve face-to-face instruction over longer periods of time using realistic exercises and cases (e.g. Kligyte, Marcy, Waples, Sevier, Godfrey, Mumford, and Hougen, 2008). Some RCR courses 1 As the committee launched this study, members realized that questions related to the effectiveness of Responsible Conduct of Research education programs and how they might be improved were an essential part of the study task. A significant amount of work has been done to explore these topics. This work has yielded important insights, but additional research is needed to strengthen the evidence base relevant to several key policy questions. The committee asked one of the leading researchers in this field, Michael D. Mumford, to prepare a review characterizing the current state of knowledge and describing future priorities and pathways for assessing and improving RCR education programs. The resulting review constitutes important source material for Chapter 10 of the report. The committee also believes that the review adds value to this report a as a standalone document, and is including it as an appendix.