Effects of training in the responsible conduct of research: A survey of graduate students in experimental sciences

Kalichman, Michael W.; Brown, Sarah

doi:10.1007/s11948-998-0041-y

Cited by 60 publications

(14 citation statements)

References 8 publications

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“…Such conversations are rare (Swazey and Anderson, 1998; Brown and Kalichman, 1998). This is problematic given the argument that the “hidden curriculum” is a major factor in what trainees learn (Snyder, 1971; Whitbeck, 2001; Fryer-Edwards, 2002; Peiffer et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Rescuing Responsible Conduct of Research (RCR) Education

Kalichman

2013

Accountability in Research

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Responsible conduct of research (RCR) education requirements, resources, and research have proliferated over the past 20 years, but evidence and experience highlight shortcomings in many domains: goals, audience, content, teaching tools, use of the Internet for instruction, instructors, allocation of responsibility for education, education requirements, and sources of funding. Revised approaches and suggested roles and responsibilities are proposed to meet these challenges. The unifying theme for these recommendations is to shift the focus from RCR education to RCR culture building.

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Section: Introductionmentioning

confidence: 99%

Rescuing Responsible Conduct of Research (RCR) Education

Kalichman

2013

Accountability in Research

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“…Although there is an increasing literature on scientists' views of scientific misconduct and behavior,[10]–[12] very few studies have been published on scientists' perceptions of the ethical, societal, and policy implications of their research [13], [14]. To the best of our knowledge, there is no published study on biomedical researchers' attitudes toward the implications of their research or toward research ethics consultation.…”

Section: Introductionmentioning

confidence: 99%

Biomedical Scientists' Perceptions of Ethical and Social Implications: Is There a Role for Research Ethics Consultation?

2009

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BackgroundResearch ethics consultation programs are being established with a goal of addressing the ethical, societal, and policy considerations associated with biomedical research. A number of these programs are modelled after clinical ethics consultation services that began to be institutionalized in the 1980s. Our objective was to determine biomedical science researchers' perceived need for and utility of research ethics consultation, through examination of their perceptions of whether they and their institutions faced ethical, social or policy issues (outside those mandated by regulation) and examination of willingness to seek advice in addressing these issues. We conducted telephone interviews and focus groups in 2006 with researchers from Stanford University and a mailed survey in December 2006 to 7 research universities in the U.S.FindingsA total of 16 researchers were interviewed (75% response rate), 29 participated in focus groups, and 856 responded to the survey (50% response rate). Approximately half of researchers surveyed (51%) reported that they would find a research ethics consultation service at their institution moderately, very or extremely useful, while over a third (36%) reported that such a service would be useful to them personally. Respondents conducting human subjects research were more likely to find such a service very to extremely useful to them personally than respondents not conducting human subjects research (20% vs 10%; chi2 p<0.001).ConclusionOur findings indicate that biomedical researchers do encounter and anticipate encountering ethical and societal questions and concerns and a substantial proportion, especially clinical researchers, would likely use a consultation service if they were aware of it. These findings provide data to inform the development of such consultation programs in general.

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“…The traditional didactic method of teaching is often not an effective way to change a person's practice [31]. If someone who felt they fully understood how to think about emerging technologies pontificated on a lecture circuit about its ethical ramifications, she would have a difficult time leaving a lasting impression on researchers for at least two reasons: First, many of her listeners would likely question her background or expertise.…”

Section: What Standing Do the Ethicists Have In Discussion With The Lmentioning

confidence: 99%

Researching and Teaching the Ethics and Social Implications of Emerging Technologies in the Laboratory

McGregor

Wetmore

2009

Nanoethics

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Ethicists and others who study and teach the social implications of science and technology are faced with a formidable challenge when they seek to address "emerging technologies." The topic is incredibly important, but difficult to grasp because not only are the precise issues often unclear, what the technology will ultimately look like can be difficult to discern. This paper argues that one particularly useful way to overcome these difficulties is to engage with their natural science and engineering colleagues in laboratories. Through discussions and interactions with these colleagues ethicists can simultaneously achieve three important objectives. First they can get a great deal of assistance in their research into the social implications of future technologies by talking with people that are actively creating those futures. Second their presence in the lab and the discussions that result can be a very powerful method for educating not only students, but faculty about the ramifications of their work. And third, because the education is directly linked to the students' everyday work it is likely that it will not just be a theoretical exercise, but have direct impact on their practice.

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Effects of training in the responsible conduct of research: A survey of graduate students in experimental sciences

Cited by 60 publications

References 8 publications

Rescuing Responsible Conduct of Research (RCR) Education

Rescuing Responsible Conduct of Research (RCR) Education

Biomedical Scientists' Perceptions of Ethical and Social Implications: Is There a Role for Research Ethics Consultation?

Researching and Teaching the Ethics and Social Implications of Emerging Technologies in the Laboratory

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