What’s integrity got to do with it? Second-year experiences of the Path2Integrity e-learning programme

Hermeking, Noémie; Priess-Buchheit, Julia

doi:10.1139/facets-2021-0047

Cited by 6 publications

(6 citation statements)

References 31 publications

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“…The Path2Integrity open data collection contains data from the Path2Integrity learning card program [11,27], including the data from the Path2Integrity FAIR training. Path2Integrity is an open educational program, free of charge and usable for all disciplines in higher education.…”

Section: Methodsmentioning

confidence: 99%

“…Third, we connect the unexpected increase in answer B2, "it ensures the equal treatment of all research data." with the use of Path2Integrity learning methods "role play" [11,27], capturing the Zeitgeist [20,24,35], we are currently living in. Role-play is a method to encourage cooperative learning, thus fostering perspectives from different people (D-diversity), fair treatment, access, opportunity, and advancement for all learners (E-equity), and inclusive decision-making processes (I-inclusion).…”

Section: Table 5: Standardized Residuals Of the Scienti C Actionmentioning

confidence: 99%

“…In 2019, the Horizon2020 Path2Integrity initiative developed free FAIR training material to take the necessary steps to implement FAIR as a standard in higher education and create a culture of FAIR sharing [11]. Similar actions were taken by the FORRT [12], PRIM&R [13], the UK Data Service [14], the Economic and Social Research Council [15],…”

Section: Introductionmentioning

confidence: 99%

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Training to act FAIR: A pre-post study on teaching FAIR guiding principles to (future) researchers in higher education.

Priess-Buchheit,

Hermeking,

Möbius

2023

Preprint

Self Cite

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Background By supporting data management teams, promoting legal frameworks on the FAIR guiding principles, and embedding FAIR training, the scientific community tried to implement the FAIR guiding principles to foster open science in higher education since 2016. However, it still needs to be determined what strategies work and which do not in fostering open science. This article is the first step to closing this research gap by examining one strategy, the effectiveness of FAIR training in higher education. Methods With a pre-post test design, the study evaluates the effectiveness of FAIR training on students' scientific actions and justifications in line with FAIR guiding principles. The study also assesses the influence of university legal frameworks on students' inclination towards FAIR training. We analyze the students' response behavior with odds ratios and Pearson's -chi-square-test, with the null being that response behavior is independent of pre-and post-testing. On top of that, we observe with a volcano plot what learning factors students rate highest in FAIR training. Results Before FAIR training, 81.1% of students suggest scientific actions not in line with the FAIR guiding principles. However, after the training, there is a 3.75-fold increase in scientific actions that adhere to these principles. Interestingly, the training does not significantly impact how students justify FAIR actions. The study observes a positive correlation between the presence of university legal frameworks on FAIR guiding principles and students' inclination towards FAIR training. It explicates safe space, participation, motivation, usefulness, and satisfaction as the five highest-rated learning factors in FAIR training. Conclusions The study highlights the effectiveness of FAIR training. It underscores the training potential in driving the transition towards open science in higher education and shows how much university legal frameworks can push toward such training. Students rate FAIR training as very useful and satisfactory. Important learning factors in effective FAIR training seem to be creating a safe space, letting students contribute, and encouraging students to engage in the training. However, the study also reveals the need for further training improvement, particularly in enhancing students' ability to justify FAIR actions. Trial registration is not applicable as this study involves no clinical trial. The study involves an educational intervention to improve students' actions and justifications of the FAIR guiding principles in scientific research. Kiel University (Germany) collected the open data in this study between June 2019 and November 2022. The institutional research committee (Central Ethics Committee of the University of Kiel) approved all procedures performed in the data collection with the approval number ZEK-10/20.

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Section: Methodsmentioning

confidence: 99%

Section: Table 5: Standardized Residuals Of the Scienti C Actionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Training to act FAIR: A pre-post study on teaching FAIR guiding principles to (future) researchers in higher education.

Priess-Buchheit,

Hermeking,

Möbius

2023

Preprint

Self Cite

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“…These learning sessions are called the Path2Integrity Learning Card Program (P2ILC). The programme was developed in 2019 and 2020 (Hermeking & Priess-Buchheit, 2022;Priess-Buchheit, 2020).…”

Section: Intended Training Effectsmentioning

confidence: 99%

“…The described assessment concentrates on levels one to three and does not cover level four, the culture of research integrity. Path2Integrity's results show that the programme's learning activities can increase research integrity knowledge and research integrity reasoning and lead students to conduct a dialogue on the rejection or acceptance of norms in research integrity (Hermeking & Prieß-Buchheit, forthcoming;Hermeking & Priess-Buchheit, 2022;Priess-Buchheit, 2020).…”

Section: Assessmentmentioning

confidence: 99%

A Taxonomy for Research Integrity Training: Design, Conduct, and Improvements in Research Integrity Courses

Hoven

Lindemann²,

Zollitsch³

et al. 2023

Sci Eng Ethics

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Trainers often use information from previous learning sessions to design or redesign a course. Although universities conducted numerous research integrity training in the past decades, information on what works and what does not work in research integrity training are still scattered. The latest meta-reviews offer trainers some information about effective teaching and learning activities. Yet they lack information to determine which activities are plausible for specific target groups and learning outcomes and thus do not support course design decisions in the best possible manner. This article wants to change this status quo and outlines an easy-to-use taxonomy for research integrity training based on Kirkpatrick’s four levels of evaluation to foster mutual exchange and improve research integrity course design. By describing the taxonomy for research integrity training (TRIT) in detail and outlining three European projects, their intended training effects before the project started, their learning outcomes, teaching and learning activities, and their assessment instruments, this article introduces a unified approach. This article gives practitioners references to identify didactical interrelations and impacts and (knowledge) gaps in how to (re-)design an RI course. The suggested taxonomy is easy to use and enables an increase in tailored and evidence-based (re-)designs of research integrity training.

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Teaching Scientific Integrity in Academia: What and How Students Want to Learn?

Sira,

Decker,

Lemke

et al. 2024

J Acad Ethics

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Training in scientific integrity continues to be an important topic in universities and other research institutions. Its main goal is to prevent scientific misconduct and promote good scientific practice. However, there is still no consensus on how scientific integrity should be taught. Moreover, the perspective of those who receive such training is often underrepresented. Yet it is precisely their interests and needs that must be considered when developing educational programs. Against this backdrop, we conducted a mixed-methods study with the goal of capturing students’ perspectives on the teaching of scientific integrity. Using our online Scientific Integrity course, we explore what specific aspects of digital teaching on scientific integrity are valued, and explore other topics of interest from students’ perspectives on scientific integrity. The article presents (1) students’ self-assessment before (Q1) and after (Q2) taking the online Scientific Integrity course at the RWTH Aachen University in Germany (2) students’ feedback on the course format, video, exam, organization, and support (Q2) (3) a list of other topics of interest in the area of scientific integrity (Q2). The research outcomes demonstrate an improvement in the study participants’ self-assessment after following the online course and there is a general satisfaction among the students in regard to the course digital format and its components although a desire to have more exchange and discussion was expressed. Further topics of interest in the area of scientific integrity that study participants would like to learn about have a practical appeal and among others include research pressure, examples of applications, preventive measures, theory of science, citation rules, funding of university research. Although the results relate to our course, they provide insight into students’ perspectives on online teaching of scientific integrity. Thus, they may be helpful to higher education institutions developing online courses on scientific integrity that are tailored to university students.

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What’s integrity got to do with it? Second-year experiences of the Path2Integrity e-learning programme

Cited by 6 publications

References 31 publications

Training to act FAIR: A pre-post study on teaching FAIR guiding principles to (future) researchers in higher education.

Training to act FAIR: A pre-post study on teaching FAIR guiding principles to (future) researchers in higher education.

A Taxonomy for Research Integrity Training: Design, Conduct, and Improvements in Research Integrity Courses

Teaching Scientific Integrity in Academia: What and How Students Want to Learn?

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