Effective Practices in the Delivery of Research Ethics Education: A Qualitative Review of Instructional Methods

Todd, E. Michelle; Torrence, Brett S.; Watts, Logan L.; Mulhearn, Tyler J.; Connelly, Shane; Mumford, Michael D.

doi:10.1080/08989621.2017.1301210

Cited by 36 publications

(30 citation statements)

References 46 publications

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“…A vast body of research on examplebased learning specifics provides evidence that this learning method is advantageous in initial cognitive skill acquisition (Renkl 2014). Previous findings on the instructional method's characteristics revealed that more successful research ethics programs included case-based activities, interactive participation, and practice of ethical decision-making skills (Antes et al 2009;Todd et al 2017). According to our participants, the acquisition of scientific virtues could also be improved using a combination of the principle-based and virtue-based approach.…”

Section: Discussionmentioning

confidence: 99%

Perspectives of key stakeholders on essential virtues for good scientific practice in research areas

Tomić

Buljan

Marušić

2021

Accountability in Research

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In contrast to the principle-based approach to ethics and research integrity (ERI) training, which stresses the importance of following moral rules, the virtue-based approach focuses on developing good character traits. This study has aimed to explore what virtues mean in scientific practice and their suitable place in ERI training, using a qualitative approach. Two faceto-face focus group discussions were conducted with 21 participants. Heterogeneous purposive sampling was used to reach participants from different countries, organization types (academia, research, publishing, private sector), scientific disciplines and stages of their scientific careers. Data generated during the focus group discussions were analyzed using a reflexive thematic analysis approach, and three main themes were developed. The first theme addressed the relativity of virtue meanings because the participants differed in their definitions and understandings of the concept of virtue. The second theme referred to the acquisition of virtues through social interactions because participants saw virtues mostly as social constructs acquired through socialization and education. The third theme addressed the differences in the importance of particular virtues in research. Participants felt that particular virtues were more important than others because some of them are necessary for responsible research, and some are not.

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Section: Discussionmentioning

confidence: 99%

Perspectives of key stakeholders on essential virtues for good scientific practice in research areas

Tomić

Buljan

Marušić

2021

Accountability in Research

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“…We used a variety of instructional methods to facilitate learning. Our approach encouraged active engagement of participants and included individual and group activities, as well as case-based instruction, all of which have been found to be effective in training of principles of research integrity [12,13]. Each participant also received a list with important websites and guidelines related to publication ethics and research integrity.…”

Section: Workhop Reportmentioning

confidence: 99%

Advancing research integrity: a programme to embed good practice in Africa

Rohwer¹,

Wager²,

Young³

2019

Pan Afr Med J

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In Africa, training programmes as well as institutional policies on research integrity are lacking. Institutions have a responsibility to oversee research integrity through various efforts, including policies and training. We developed, implemented and evaluated an institutional approach to promote research integrity at African institutions, comprising a workshop for researchers ("bottom-up") and discussions with senior faculty on institutional policies ("top-down"). During the first day, we facilitated a workshop to introduce research integrity and promote best practices with regards to authorship, plagiarism, redundant publication and conflicts of interest. We used a variety of interactive teaching approaches to facilitate learning, including individual and group activities, small group discussions and case-based learning. We met with senior faculty on the following day to provide feedback and insights from the workshop, review current institutional policies and provide examples of what other research groups are doing. We evaluated the process. Participants actively engaged in discussions, recognised the importance of the topic and acknowledged that poor practices occurred at their institution. Discussions with senior researchers resulted in the establishment of a working group tasked with developing a publication policy for the institution. Our approach kick-started conversations on research integrity at institutions. There is a need for continued discussions, integrated training programmes and implementation of institutional policies and guidelines to promote good practices.

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“…Thus far, two meta-analyses have been published inquiring factors that moderate the effectiveness of RCR education (Antes et al, 2009;Watts et al, 2017). These meta-analyses have been accompanied by further systematic reviews, which explored the effectiveness of RCR courses qualitatively (e.g., Marušic et al, 2016;Todd et al, 2017a) or with advanced statistical methods (e.g., Mulhearn et al, 2017). One way in which this review is innovative lies in its goal to seek further validation of claims about the effectiveness of RCR education through the use of meta-regression.…”

Section: Introductionmentioning

confidence: 99%

Effective Strategies for Research Integrity Training—a Meta-analysis

et al. 2021

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This article reviews educational efforts to promote a responsible conduct of research (RCR) that were reported in scientific publications between 1990 and early 2020. Unlike previous reviews that were exploratory in nature, this review aimed to test eleven hypotheses on effective training strategies. The achievement of different learning outcomes was analyzed independently using moderator analysis and meta-regression, whereby 75 effect sizes from 30 studies were considered. The analysis shows that the achievement of different learning outcomes ought to be investigated separately. The attainment of knowledge strongly benefited from individualized learning, as well as from the discussion and practical application of ethical standards. Contrarily, not covering ethical standards tended to be a feature of successful courses, when looking at other learning outcomes. Overall, experiential learning approaches where learners were emotionally involved in thinking about how to deal with problems were most effective. Primarily intellectual deliberation about ethical problems, often considered the “gold standard” of ethics education, was significantly less effective. Several findings from previous reviews, e.g., the preferability of mono-disciplinary groups, could not be replicated with multivariate analysis. Several avenues for future research efforts are suggested to advance knowledge on the effectiveness of research integrity training.

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Effective Practices in the Delivery of Research Ethics Education: A Qualitative Review of Instructional Methods

Cited by 36 publications

References 46 publications

Perspectives of key stakeholders on essential virtues for good scientific practice in research areas

Perspectives of key stakeholders on essential virtues for good scientific practice in research areas

Advancing research integrity: a programme to embed good practice in Africa

Effective Strategies for Research Integrity Training—a Meta-analysis

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