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Smart Teaching Matters! Applying the Research on Learning to Teaching RCR

    Author: Camille Nebeker1
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    Affiliations: 1: Department of Family & Preventive Medicine, School of Medicine, University of California, San Diego
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 15 December 2014
    • Corresponding author. Mailing address: Department of Family & Preventive Medicine, School of Medicine, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0725. Phone: 858-534-7786. Fax: 858-534-4642. E-mail: Nebeker@ucsd.edu.
    • ©2014 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. December 2014 vol. 15 no. 2 88-92. doi:10.1128/jmbe.v15i2.849
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    Abstract:

    Requirements for educating the next generation of scientists in the responsible conduct of research (RCR) were published approximately 25 years ago. Over the years, an extensive collection of research ethics educational resources have been developed, most of which are available to the scientific community. We can use these resources to effect change in student learning about responsible and ethical research practices; however, research on RCR educational effectiveness reveals mixed results. Rather than assume ethics education is ineffective, perhaps we should examine whether we are making the best use of these training tools and resources when teaching RCR. Connecting the body of knowledge on how people learn with how we teach research ethics may be a solution to improving student-learning outcomes associated with research ethics education. This essay provides a brief review of the research on human learning and introduces practical tips for connecting evidence-based principles to RCR teaching. Next steps involve RCR educators planning empirical research to support the application of research-informed practices to teaching research ethics.

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References & Citations

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5. Berry RM, Borenstein J, Butera RJ 2013 Contentious problems in bioscience and biotechnology: a pilot study of an approach to ethics education Sci. Eng. Ethics 19 2 653 668 10.1007/s11948-012-9359-6 http://dx.doi.org/10.1007/s11948-012-9359-6
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7. Brummel BJ, Gunsalus CK, Anderson KL, Loui MC 2010 Development of role-play scenarios for teaching responsible conduct of research Sci. Eng. Ethics 16 3 573 589 10.1007/s11948-010-9221-7 20593245 http://dx.doi.org/10.1007/s11948-010-9221-7
8. Brunner J 1997 The culture of education Harvard University Press Boston, MA
9. DeBruin DA, et al 2007 Educational approaches to the responsible conduct of research: an exploratory study Acad. Med 82 1 32 39 10.1097/01.ACM.0000250032.13438.bc 17198289 http://dx.doi.org/10.1097/01.ACM.0000250032.13438.bc
10. DuBois JM, Schilling DA, Heitman E, Steneck NH, Kon AA 2010 Instruction in the responsible conduct of research: an inventory of programs and materials within CTSAs Clin. Transl. Sci 3 3 109 111 10.1111/j.1752-8062.2010.00193.x 20590680 2898747 http://dx.doi.org/10.1111/j.1752-8062.2010.00193.x
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/content/journal/jmbe/10.1128/jmbe.v15i2.849
2014-12-15
2017-09-22

Abstract:

Requirements for educating the next generation of scientists in the responsible conduct of research (RCR) were published approximately 25 years ago. Over the years, an extensive collection of research ethics educational resources have been developed, most of which are available to the scientific community. We can use these resources to effect change in student learning about responsible and ethical research practices; however, research on RCR educational effectiveness reveals mixed results. Rather than assume ethics education is ineffective, perhaps we should examine whether we are making the best use of these training tools and resources when teaching RCR. Connecting the body of knowledge on how people learn with how we teach research ethics may be a solution to improving student-learning outcomes associated with research ethics education. This essay provides a brief review of the research on human learning and introduces practical tips for connecting evidence-based principles to RCR teaching. Next steps involve RCR educators planning empirical research to support the application of research-informed practices to teaching research ethics.

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