Rescuing Responsible Conduct of Research (RCR) Education

Kalichman, Michael W.

doi:10.1080/08989621.2013.822271

Cited by 75 publications

(66 citation statements)

References 27 publications

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“…What is crucial is a focus on the day-to-day dilemmas that surround the practice of research (Grinnell, 2013): recognizing these dilemmas in your own work and that of others, learning to reflect on them, and learning that it is normal to discuss questionable behavior. Education should lead to resilience; it should help us identify perverse incentives and resist them; and it should contribute to a culture of responsible conduct in research (Kalichman, 2014). That is what it is all about.…”

Section: Preventionmentioning

confidence: 99%

Commentary: Perverse Incentives or Rotten Apples?

Bouter

2015

Accountability in Research

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Around 2% of the investigators admit to have falsified or fabricated data at least once. Also, 34% report to have been guilty to one or more questionable research practices, such as doing many statistical analyses and to publish only what fits their theoretical framework. Prevention of questionable research practices is very important. Universities should ensure that the training is in order and the research culture is adequate, and they should critically look at perverse incentives, such as a too high publication pressure, but also by ensuring proper guidelines, and by having a fair and transparent procedure for suspected violations of scientific integrity.

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Section: Preventionmentioning

confidence: 99%

Commentary: Perverse Incentives or Rotten Apples?

Bouter

2015

Accountability in Research

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“…These studies indicate that the effectiveness of research ethics training may be restricted to offering knowledge and possibly some improvement in recognizing and handling ethical problems. For this reason, Michael Kalichman recommends that the primary goal of RCR education be to "foster a research culture in which conversations about responsible conduct of research are expected and acceptable" [37]. Because assessing research ethics training for scientists is only in its infancy, making sweeping conclusions on its effectiveness is premature.…”

Section: Course Assessment and The Effectiveness Of Research Ethics Tmentioning

confidence: 99%

“…Traditionally, ethics was taught in medical schools using lectures [32]; many today use cases because they are known to stimulate active learning and student engagement [33][34][35][36]. Yet a range of instructional tools can be used to promote discussion and critical thinking including written and online case studies, interactive videos, in-class writing assignments, role playing exercises, group debates, team-based learning, journal clubs, and performing in-class surveys [32,[37][38][39][40][41]. The method to engage students (i.e., case studies) should not be conflated with the teaching goal (e.g., to engage students and heighten discussion) [20,37].…”

Section: Needs Assessment and Planningmentioning

confidence: 99%

“…Yet a range of instructional tools can be used to promote discussion and critical thinking including written and online case studies, interactive videos, in-class writing assignments, role playing exercises, group debates, team-based learning, journal clubs, and performing in-class surveys [32,[37][38][39][40][41]. The method to engage students (i.e., case studies) should not be conflated with the teaching goal (e.g., to engage students and heighten discussion) [20,37]. When using case studies to teach stem cell scientists, cases are not required to be specific to stem cell research.…”

Section: Needs Assessment and Planningmentioning

confidence: 99%

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A Primer on Ethics Education for Stem Cell and Biomedical Scientists

et al. 2016

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Stem cell research is an exciting field with clinical potential and has been rapidly moving towards the goal of translating research into therapeutics. Like all scientific fields, there are many ethical, legal, and social issues (ELSI) associated with stem cell research and stem cell scientists, especially trainees, should be aware of them. In this paper, we describe how course directors at academic institutions can develop training on ELSI of stem cell research for scientists. We describe how to perform a needs assessment and planning to develop pedagogical tools. We cover elements of course design, content and venue, and course evaluation. Lastly, we broadly discuss course topics including the responsible conduct of research, ethics of research involving animals and humans, and stem cell ethics and policy. This paper is meant to be a practical guide for course directors interested in developing ELSI pedagogy for stem cell scientists.

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“…RCR education should foster a research culture where free discussion about RCR is expected and acceptable. The focus should be to promote among researchers' discussions, active engagement and critical thinking about the ethical conduct of research, and foster positive attitudes towards promoting RCR 23 . Health research ethics and responsible conduct of research should be incorporated into training curriculums at both undergraduate and graduate levels.…”

Section: Education Training and Mentorshipmentioning

confidence: 99%

Responsible conduct of research: enhancing local opportunities

Mwaka¹

2017

Afr H. Sci.

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Introduction: Research integrity is the foundation of credible research and a pre-requisite for a successful academic research environment. Lately, a lot of revelations of fraud and other unacceptable behaviour in research have been highly publicized in scientific journals and mass media. Whereas institutions in developed countries have developed guidelines and regulations to ensure responsible conduct of research and appropriately deal with cases of research misconduct, low-and middle-income countries seem to be lagging behind. In Uganda, there seems to be lack of coordinated efforts to address the problem of research misconduct both at the national and institutional level. Objective: To propose a framework for fostering scientific integrity and deterring misconduct in research in Ugandan research and academic institutions. Methods: A review of literature on scientific integrity, scientific misconduct, responsible conduct of research, and international ethical guidelines was done. Results: Basing on the 2012 Inter-Academy Council policy report, initiatives to promote responsible conduct of research in Ugandan research and academic institutions are proposed. Conclusion: With the proposed framework, an honest and trustworthy research enterprise in Uganda based on principles of scientific integrity is envisioned.

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Rescuing Responsible Conduct of Research (RCR) Education

Cited by 75 publications

References 27 publications

Commentary: Perverse Incentives or Rotten Apples?

Commentary: Perverse Incentives or Rotten Apples?

A Primer on Ethics Education for Stem Cell and Biomedical Scientists

Responsible conduct of research: enhancing local opportunities

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