1887

A Modest Proposal to Move RCR Education Out of the Classroom and into Research

    Author: Michael Kalichman1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Research Ethics Program, University of California – San Diego, La Jolla, CA 92093-0612
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 15 December 2014
    • Corresponding author. Mailing address: Research Ethics Program, University of California – San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0612. Phone: 858-822-2027. Fax: 858-822-5765. E-mail: mkalichman@ucsd.edu.
    • ©2014 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. December 2014 vol. 15 no. 2 93-95. doi:10.1128/jmbe.v15i2.866
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    Abstract:

    Requirements for training in responsible conduct of research have significantly increased over the past 25 years, but worries about the integrity of science have only intensified. The approach to training has relied largely on short-term experiences, either online or in person. Even if done well, such strategies remain separate from, and a negligible fraction of, the practice of research. A proposed alternative is to empower faculty, postdoctoral fellows, and graduate student leaders to foster conversations about research ethics in the research environment.

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References & Citations

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3. Anderson MS, Horn AS, Risbey KR, Ronning EA, DeVries R, Martinson BC 2007 What do mentoring and training in the responsible conduct of research have to do with scientists’ misbehavior? Findings from a national survey of NIH-funded scientists Acad. Med. 82 9 853 860 10.1097/ACM.0b013e31812f764c 17726390 http://dx.doi.org/10.1097/ACM.0b013e31812f764c
4. Braunschweiger P 6 May 2013 The CITI RCR education program—things the learners tell us World Conference on Research Integrity Montreal, Quebec, Canada
5. Brown S, Kalichman MW 1998 Effects of training in the responsible conduct of research: a survey of graduate students in experimental sciences Sci. Eng. Ethics 4 4 487 498 10.1007/s11948-998-0041-y http://dx.doi.org/10.1007/s11948-998-0041-y
6. Bulger RE, Reiser SJ 1993 Studying science in the context of ethics Acad. Med. 68 9 Suppl S5 S9 10.1097/00001888-199309000-00026 8373491 http://dx.doi.org/10.1097/00001888-199309000-00026
7. Commission on Research Integrity. 1995 Integrity and misconduct in research Report of the Commission on Research Integrity to the Secretary of Health and Human Services, the House Committee on Commerce, and the Senate Committee on Labor and Human Resources US Government Printing Office Washington, DC
8. Committee on the Responsible Conduct of Research 1989 The responsible conduct of research in the health sciences Institute of Medicine The National Academies Press Washington, DC
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10. Eastwood S, Derish P, Leash E, Ordway S 1996 Ethical issues in biomedical research: perceptions and practices of postdoctoral research fellows responding to a survey Sci Eng Ethics 2 89 114 10.1007/BF02639320 11657788 http://dx.doi.org/10.1007/BF02639320
11. Fischer BA, Zigmond MJ 2001 Promoting responsible conduct in research through “survival skills” workshops: some mentoring is best done in a crowd Sci Eng Ethics 7 563 587 10.1007/s11948-001-0014-x 11697012 http://dx.doi.org/10.1007/s11948-001-0014-x
12. Heitman E, Salis PJ, Bulger RE 2001 Teaching ethics in biomedical science: effects on moral reasoning skills 195 202 Investigating Research Integrity. Proceedings of the First ORI Research Conference on Research Integrity Lisbon, Portugal
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24. Swazey JP, Anderson MS 1998 Mentors, advisors, and role models in graduate and professional education 165 185 Rubin ER Mission Management, Association of Academic Health Centers Washington, DC
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/content/journal/jmbe/10.1128/jmbe.v15i2.866
2014-12-15
2017-11-25

Abstract:

Requirements for training in responsible conduct of research have significantly increased over the past 25 years, but worries about the integrity of science have only intensified. The approach to training has relied largely on short-term experiences, either online or in person. Even if done well, such strategies remain separate from, and a negligible fraction of, the practice of research. A proposed alternative is to empower faculty, postdoctoral fellows, and graduate student leaders to foster conversations about research ethics in the research environment.

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