Trainee-Focusted Training for Research Integrity

描述（由申请人提供）：科学家最高水平的伦理和道德行为的重要性是如此普遍接受，以至于它已成为管理科学发现过程的“真理”之一。 从历史上看，年轻和发展中的科学家通过基于导师的研究培训模式所固有的非正式机制，了解了在规划、开展和报告研究时对他们的期望。 随着生物医学研究的复杂性、机会和规模的扩大，人们担心受训者没有获得预期的规范行为。 这导致建立了对负责任的研究行为（RCR）的系统化，正规化培训的期望。 虽然这种系统的培训是出于好意，但之前的研究未能确定这种培训的有意义的影响，特别是在一些最重要的行为期望方面。 目前，还不清楚是否没有看到RCR培训的影响是由于培训设计缺陷，无效的评估方法，研究受训者的棘手，他们在课程和实验室的真实的生活之间接收到的混合信息，或者当前受训者和既定科学家之间的参考框架的根本差异。 拟议的研究将从简单地评估另一个RCR课程后退一步，深入研究当前学员的参考框架以及RCR课程对这些参考框架的影响。 采用焦点小组，个别访谈和定性研究方法，目的是：1。与马约研究生院RCR课程的教师合作，为每个主题定义目标和关键信息。 2.为不同培训级别的学员建立RCR的基本观点。 3.确定学员对RCR课程中提供的关键信息的看法。 4.在RCR课程之前、之后和一年之后，就两个关键主题--利益冲突和作者身份--具体探讨学员的观点。 5.确定学员是否看到课程和实验中提供的信息之间的一致性，并研究不一致对学员态度和预期行为的影响。 6.识别与公认的研究规范存在实质性差异的高频感知或参考框架，并开始设计更好的干预措施来改变它们。

DESCRIPTION (provided by the applicant): The importance of the highest level of ethical and moral behavior among scientists is so universally accepted that it has become one of the "truths" which govern the scientific discovery process. Historically, young and developing scientists have learned what is expected of them when planning, doing and reporting research through the informal mechanisms inherent in the mentor-based training model of research. As the complexities, opportunities, and size of biomedical research have expanded; however, concern has been raised that trainees are not acquiring the normative behaviors expected. This has led to the establishment of expectations for systematic, formalized training in Responsible Conduct of Research (RCR). While this systematic training is well intended, prior studies have failed to identify meaningful impacts of such training, especially with respect to some of the most important behavioral expectations. At present, it is unclear if failure to see impacts of RCR training is due to training design flaws, ineffective evaluation methodologies, intractability of research trainees, mixed messages they receive between courses and real life in the lab, or fundamental differences in the frames of references between current trainees and established scientists. The proposed research will take a step back from simply evaluating another RCR course to study in depth the frames of references for current trainees and the impacts of an RCR course from those frames of reference. Using focus groups, individual interviews and qualitative research methods, the Aims will be to: 1. Work with faculty in the Mayo Graduate School course on RCR to define objectives and key messages for each topic. 2. Establish the baseline perspectives on RCR for trainees at several levels of training. 3. Determine trainee perceptions of the key messages provided in the RCR course. 4. Specifically probe trainee perspectives before, immediately after, and one year after an RCR course on two key topics- Conflict of Interest and Authorship. 5. Determine if trainees see consistency between messages provided in the course and their labs, and study the impact of inconsistencies on trainee attitudes and projected behavior. 6. Identify high frequency perceptions or frames of reference, which are substantially at odds with accepted research norms and begin designing better interventions to alter them.