Integrity Training: Conflicting Practices

Godecharle, Simon; Nemery, Benoît; Dierickx, Kris

doi:10.1126/science.340.6139.1403-b

Cited by 16 publications

(12 citation statements)

References 3 publications

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“…Research integrity training is referred to most frequently to prevent research misconduct, although its effectiveness has been questioned (Anderson et al, 2007; Kornfeld, 2012). Major issues concerning training remain unanswered, for example, who should be the trainees and who the trainers (Godecharle, Nemery, & Dierickx, 2013b)?…”

Section: Discussionmentioning

confidence: 99%

Heterogeneity in European Research Integrity Guidance

Godecharle

Nemery

Dierickx

2014

Journal of Empirical Research on Human Research Ethics

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Similar forms of misconduct are perceived differently throughout Europe. There are no extensive surveys on the guidance on research integrity in the different countries of Europe. Therefore, we performed a systematic content analysis of (biomedical) research integrity guidance documents from all the countries of the European Economic Area. We show that there is strong heterogeneity concerning research integrity guidance on crucial aspects, for example, the defining of research misconduct, at both an international and a national level. We also sought to explain why the guidance documents differ by distinguishing the approaches that underlie them. We distinguished a value-based and a norm-based approach, as well as different perspectives on trust. The current confusing situation concerning research integrity guidance hampers international research and possibly wastes research funds. We risk talking past each other, if we do not take the distinction between these underlying approaches into account.

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Section: Discussionmentioning

confidence: 99%

Heterogeneity in European Research Integrity Guidance

Godecharle

Nemery

Dierickx

2014

Journal of Empirical Research on Human Research Ethics

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“…Kornfeld (2013) as well as Godecharle, Nemery and Dierickx (2013) provide interesting perspectives on ethics training in research ethics and integrity. Kornfeld based his perspective on his experience with scientific integrity.…”

Section: Research Ethics and Integritymentioning

confidence: 99%

The role of medical humanities, ethical coaching and global bioethics in addressing the ethical vulnerability of health care practitioners

Lategan¹

2015

NGTT

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Th is paper outlines the many ethical challenges faced today by health care practitioners. Th ese challenges are not limited to the conventional bioethical challenges of life and death, informed consent, palliative care or research on human subjects only. Th e literature review suggests that complex matters such as a weakening health care system, health care research supported by the medical industry, socio-economic and sociopolitical circumstances, communication, and the globalization of bioethics contribute to the already numerous ethical challenges that presently intensify the ethical vulnerability of health care practitioners. Given this context, the aim of this paper is to unpack what the ethical challenges as experienced by health care practitioners entail and how health care practitioners can be supported to deal with these challenges. Aspects such as the medical humanities, ethical coaching and an integrated bioethical model to support health care practitioners are discussed. Ultimately, the discourse is based on the values of Christian ethics.

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“…However, there are no indications about how the training should be carried out. Furthermore, across Europe, there is neither harmonisation on the structure, timing, or contents of such educational programs nor a standard view about the purpose that leads to the development of this training [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

Stakeholders' perspectives on research integrity training practices: a qualitative study

Pizzolato

Dierickx

2021

BMC Med Ethics

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Background Even though research integrity (RI) training programs have been developed in the last decades, it is argued that current training practices are not always able to increase RI-related awareness within the scientific community. Defining and understanding the capacities and lacunas of existing RI training are becoming extremely important for developing up-to-date educational practices to tackle present-day challenges. Recommendations on how to implement RI education have been primarily made by selected people with specific RI-related expertise. Those recommendations were developed mainly without consulting a broader audience with no specific RI expertise. Moreover, the academic literature lacks qualitative studies on RI training practices. For these reasons, performing in-depth focus groups with non-RI expert stakeholders are of a primary necessity to understand and outline how RI education should be implemented. Methods In this qualitative analysis, different focus groups were conducted to examine stakeholders’ perspectives on RI training practices. Five stakeholders' groups, namely publishers and peer reviewers, researchers on RI, RI trainers, PhDs and postdoctoral researchers, and research administrators working within academia, have been identified to have a broader overview of state of the art. Results A total of 39 participants participated in five focus group sessions. Eight training-related themes were highlighted during the focus group discussions. The training goals, timing and frequency, customisation, format and teaching approach, mentoring, compulsoriness, certification and evaluation, and RI-related responsibilities were discussed. Although confirming what was already proposed by research integrity experts in terms of timing, frequency, duration, and target audience in organising RI education, participants proposed other possible implementations strategies concerning the teaching approach, researchers' obligations, and development an evaluation-certification system. Conclusions This research aims to be a starting point for a better understanding of necessary, definitive, and consistent ways of structuring RI education. The research gives an overview of what has to be considered needed in planning RI training sessions regarding objectives, organisation, and teaching approach.

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Integrity Training: Conflicting Practices

Cited by 16 publications

References 3 publications

Heterogeneity in European Research Integrity Guidance

Heterogeneity in European Research Integrity Guidance

The role of medical humanities, ethical coaching and global bioethics in addressing the ethical vulnerability of health care practitioners

Stakeholders' perspectives on research integrity training practices: a qualitative study

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