Designing integrated research integrity training: authorship, publication, and peer review

Hooper, Mark; Barbour, Virginia; Walsh, Anne; Bradbury, Stephanie; Jacobs, Jane

doi:10.1186/s41073-018-0046-2

Cited by 11 publications

(10 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Mastering the online course ensures that all researchers are familiar with their general responsibilities; face-to-face courses integrate specific content into more general courses:1) the content on researcher's copyright responsibility is integrated into a course on academic writing; 2) the content on research integrity is included into a course on conducting and responding to peer review (Hooper et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

Policies and Procedures for Ensuring Research Integrity in Ukrainian Universities

Drach

2019

SJPU

View full text Add to dashboard Cite

The article explores the issue of formation of integrity research environment in universities. National legislation on implementation of academic integrity policies and procedures in Ukrainian universities is analyzed. To evaluate experience and practices of Ukrainian universities in assuring research integrity, the documents presented on websites of three leading Ukrainian universities according to the National Ranking «Top 200» (2019) are analyzed and compared with the documents used in the process of ensuring research integrity by UK universities as world leaders in higher education. Possible measures for overcoming the crisis of research integrity in Ukrainian universities are proposed.

show abstract

Section: Resultsmentioning

confidence: 99%

Policies and Procedures for Ensuring Research Integrity in Ukrainian Universities

Drach

2019

SJPU

View full text Add to dashboard Cite

show abstract

“…Indeed, it should become an integral part of health researchers' training programmes rather than an add-on. Integrating such training in existing programmes affords the opportunity for best practices to become the “norm and to promote cultural change in research” [16]. Buy-in from senior faculty and institutions was vital in operationalising our approach.…”

Section: Resultsmentioning

confidence: 99%

“…As research misconduct is a sensitive topic and research integrity is poorly understood, one needs to emphasise that the aim of our programme is not to point fingers and criticise, but to improve knowledge of best practices and promote responsible conduct of research. Furthermore, buy-in from senior academics and professors, in their capacity as mentors, supervisors and role-models of students and junior researchers, adds legitimacy to training initiatives [16]. Although development of institutional policies is a vital first step, they need to be actively promoted and implemented, and discussions on research integrity should be ongoing.…”

Section: Resultsmentioning

confidence: 99%

Advancing research integrity: a programme to embed good practice in Africa

Rohwer¹,

Wager²,

Young³

2019

Pan Afr Med J

View full text Add to dashboard Cite

In Africa, training programmes as well as institutional policies on research integrity are lacking. Institutions have a responsibility to oversee research integrity through various efforts, including policies and training. We developed, implemented and evaluated an institutional approach to promote research integrity at African institutions, comprising a workshop for researchers ("bottom-up") and discussions with senior faculty on institutional policies ("top-down"). During the first day, we facilitated a workshop to introduce research integrity and promote best practices with regards to authorship, plagiarism, redundant publication and conflicts of interest. We used a variety of interactive teaching approaches to facilitate learning, including individual and group activities, small group discussions and case-based learning. We met with senior faculty on the following day to provide feedback and insights from the workshop, review current institutional policies and provide examples of what other research groups are doing. We evaluated the process. Participants actively engaged in discussions, recognised the importance of the topic and acknowledged that poor practices occurred at their institution. Discussions with senior researchers resulted in the establishment of a working group tasked with developing a publication policy for the institution. Our approach kick-started conversations on research integrity at institutions. There is a need for continued discussions, integrated training programmes and implementation of institutional policies and guidelines to promote good practices.

show abstract

“…Numerous modes of delivery and pedagogy are employed in RI training programs, from self-paced online courses to face-to-face sessions or a hybrid model of the two delivery modes. In general, the choice of pedagogy and communication for RI training programs mirrors the institutional requirements governing responsible research practices [ 4 ]. For example, NIH mandates at least eight contact hours, while NSF provides no specific guidance or requirements for the structure or format of the training program [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

“…Involving the faculty in RI education is a crucial step in achieving this. Their expertise adds legitimacy and their experiences provide relatable context to the principles [ 4 ]. Having a systematic and structured approach to RI education also helps to set an explicit standard for upholding RI within an institution.…”

Section: Introductionmentioning

confidence: 99%

Perception and reaction of Nanyang Technological University (NTU) researchers to different forms of research integrity education modality

et al. 2022

View full text Add to dashboard Cite

Background Research and academic institutions use various delivery channels to deliver Research Integrity (RI) education in their communities. Yet there is no consensus on the best delivery method and the effectiveness of these channels in inculcating a positive RI culture varies across institutions. Hence, this study aimed to understand the preferences of the research community in Nanyang Technological University (NTU), Singapore. Methods An online survey was conducted on NTU research community to understand their experience with, and preference for each RI education mode offered in NTU. The RI education modes surveyed in the general ranking question are Data Management Plan (DMP) workshops, Epigeum e-Learning, Compass e-newsletter (email), and NTU policy on Research Integrity and Responsible Conduct of Research. There were 242 responses, comprising 50% research students, 32.2% research staff and 17.8% faculty members. Non-parametric statistical techniques were used to analyse preferences across different RI education modes and within sub-groups (i.e., fields, age, native language, roles in research community). Results More than 92% of respondents subscribed to the importance of RI education, but with different preferences for education modes. With respect to RI education in NTU, Compass e-newsletters were ranked the lowest (p < 0.05). Most felt that they were too wordy and unengaging, making it difficult to absorb information. Similarly, Epigeum e-Learning (p < 0.05) and ‘policy’ (p < 0.05) were found to be too lengthy in presentation. The compulsory NTU RI education modes (Epigeum e-learning and ‘policy’) enjoyed higher participation rates of 70–80% compared with 32–37% for the self-regulated modes (DMP workshop and e-newsletter). This suggests that regulatory mechanisms are still necessary to promote participation in RI education, and thus, core RI education content should be made compulsory in research/academic institutions. Although Epigeum is a compulsory course, some may not have participated in the programme due to technical issues or they might have forgotten to participate in the programme within the permissible timeframe. For all four RI education modes in NTU, the lack of awareness was among the top cited reasons for not participating. Conclusions Most NTU researchers perceived RI education positively although they may have reservations for some approaches. Conversely, e-Learning is favored over all the other modes except for the mode of Policy. Findings from this study are useful for improving the design of RI education strategies to be more appealing to the research community by enhancing user experience in terms of user-friendliness, relevance to specialisation, providing concise information and better presentation of materials For institutions with similar modes of RI education as NTU, these results may be relevant in improving participation rates and presentation of RI education modes, such as the use of infographics and more concise information.

show abstract

Designing integrated research integrity training: authorship, publication, and peer review

Cited by 11 publications

References 32 publications

Policies and Procedures for Ensuring Research Integrity in Ukrainian Universities

Policies and Procedures for Ensuring Research Integrity in Ukrainian Universities

Advancing research integrity: a programme to embed good practice in Africa

Perception and reaction of Nanyang Technological University (NTU) researchers to different forms of research integrity education modality

Contact Info

Product

Resources

About