Crossroads: Using decision making strategies to develop high impact content for training in rigor and transparency.

项目摘要 科学研究可以从健康的自我检查和敏捷的数据驱动的修正中受益。的 “复制危机”迫使出版商和资助者进行结构性改革， 科学家们还没有接受过必要的培训，以解决共同的问题，在严格和不足之处， 透明的报告，有助于复制问题。虽然危机引发了许多研讨会， 意见片，并在神经科学量化的复制评估，发展的凝聚力和高 影响培训机会尚未出现。由于无法获得培训单元， 正式培训科学家，无论他们是初学者（例如，本科生）或经验丰富的研究人员 (e.g.,终身教授），而没有科学家自己不切实际的个人时间承诺。的 发展独立的教育单位，涵盖从哲学到科学过程的问题， 从科学基础到以透明的方式报告数据和方法， 使这种培训对研究人员来说既容易获得又可接受。在德克萨斯大学达拉斯分校， 组建了一个由利益相关者和支持者组成的团队，他们在基础神经科学研究方面有着丰富的背景， 心理学研究和临床实践，教育课程开发，教育学研究， 再现性危机本身建立三个高影响力的教育单位，将被纳入数字 该平台由创建一个实验严谨性培训的教育联系（CENTER）小组开发。 我们的重点是危机的三个关键和实际领域：（1）记录数据和方法（2）探索性 与验证性研究，（3）解释和报告结果。

PROJECT SUMMARY Scientific research can benefit from healthy self-examination and agile, data-driven corrections. The “Reproducibility Crisis” has necessitated structural changes amongst publishers and funders, but individual scientists have not received the level of training necessary to fix common issues in rigor and inadequacies in transparent reporting that contribute to replication problems. While the crisis has prompted numerous workshops, opinion pieces, and quantified replication evaluations in neuroscience, the development of cohesive and high impact training opportunities has not yet occurred. The inaccessibility of training modules makes it difficult to formally train scientists whether they are beginners (e.g., undergraduate students) or seasoned researchers (e.g., tenured professors) without an unrealistic individual time commitment from the scientists themselves. The development of stand-alone educational units covering issues of the scientific process from the philosophical foundations of science all the way to the reporting of data and methods in a transparent manner are critical to making this training both accessible and acceptable to researchers. At the University of Texas at Dallas, we have assembled a team of stakeholders and supporters with rich backgrounds in basic neuroscience research, psychology research and clinical practice, education curricula development, pedagogy research, and the reproducibility crisis itself to build three high impact educational units that will be integrated into the digital platform developed by the Creating an Educational Nexus for Training in Experimental Rigor (CENTER) group. Our focus is on three critical and practical areas of the crisis: (1) Recording of data and methods (2) Exploratory vs confirmatory research, and (3) Interpreting and reporting findings.