Creating an Infrastructure for Training in the Responsible Conduct of Research: The University of Pittsburgh??s Experience

Abstract

In response to public concerns about the consequences of research misconduct, academic institutions have become increasingly cognizant of the need to implement comprehensive, effective training in the responsible conduct of research (RCR) for faculty, staff, students, and external collaborators. The ability to meet this imperative is challenging as universities confront declining financial resources and increasing complexity of the research enterprise. The authors describe the University of Pittsburgh's design, implementation, and evaluation of a Web-based, institution-wide RCR training program called Research and Practice Fundamentals (RPF). This project, established in 2000, was embedded in the philosophy, organizational structure, and technology developed through the Integrated Advanced Information Management Systems grant from the National Library of Medicine. Utilizing a centralized, comprehensive approach, the RPF system provides an efficient mechanism for deploying content to a large, diverse cohort of learners and supports the needs of research administrators by providing access to information about who has successfully completed the training. During its first 3 years of operation, the RPF served over 17,000 users and issued more than 38,000 training certificates. The 18 modules that are currently available address issues required by regulatory mandates and other content areas important to the research community. RPF users report high levels of satisfaction with content and ease of using the system. Future efforts must explore methods to integrate non-RCR education and training into a centralized, cohesive structure. The University of Pittsburgh's experience with the RPF demonstrates the importance of developing an infrastructure for training that is comprehensive, scalable, reliable, centralized, affordable, and sustainable.

A Meta-Analysis of Ethics Instruction Effectiveness in the Sciences

“…In fact, because case-based models are often acquired through social experiences, the effectiveness of case-based approaches to instruction is likely to be enhanced by interactive, cooperative learning (Aronson & Patnoe, 1997; Slavin, 1991). These observations regarding the criticality of interaction among course participants are particularly significant given current trend towards online formats for ethics instruction (Barnes et al, 2006; Braunschweiger & Goodman, 2007; Kiser, 1999). Although online courses have their advantages, they typically fail to involve any degree of social interaction, limiting training to individual-level application of rules to relatively simple, context-free cases.…”

“…In fact, some institutions have implemented mandatory ethics instruction in an attempt to manage scientific misconduct (e.g., Barnes, Friedman, Rosenberg, Russell, Beedle, & Levine, 2006). Moreover, funding agencies, such as the National Institutes of Health, now mandate that scientists complete an instructional program in the responsible conduct of research in order to be eligible for funding under their sponsorship (Dalton, 2000).…”

Using a Two-Tier Test to Examine Taiwanese Graduate Students’ Misunderstanding of Responsible Conduct of Research

“…For example, most training contents are limited to the delivery of general standards and codes, whereas more engaging contents should be designed based on best practice, such as an explanation of particular situation or dilemma that researchers may encounter in their professional career (Barnett, Behnke, Rosenthal, & Koocher, 2007). To fulfill such needs, the RCR-related training and instruction are recently delivered in various methods (e.g., face-to-face didactic presentations, case-based discussions, and webbased training materials) to effectively develop students' skills in moral reasoning, problem solving, as well as sense making and decision making (e.g., Barnes et al, 2006;Braunschweiger & Goodman, 2007;Johnson et al, 2014;MacDougall et al, 2014;Mumford et al, 2008). However, as aforementioned, due to the fact that RCR-related training is not a requirement for Taiwanese graduate students, most of the students (with the notable exception of biology and medical majors) receive no formal training or instruction before conducting research work.…”

Evolution of an Innovative Approach to the Delivery of In‐Person Training in the Responsible Conduct of Research

“…Before the initiation of the RCR Center program, the University of Pittsburgh had previously developed and implemented a comprehensive online system of core research ethics courses for researchers and trainees. 4 Online programs, including the Internet-based Studies in Education and Research, Research Practice Fundamentals, and Collaborative Institutional Training Initiative have been employed to deliver online research integrity education on a wide reaching scale. 4 Research personnel complete and maintain training certification through these centralized systems.…”