New Graduate Students??? Baseline Knowledge of the Responsible Conduct of Research

Heitman, Elizabeth; Olsen, Cara; Anestidou, Lida; Bulger, Ruth Ellen

doi:10.1097/acm.0b013e31812f7956

Cited by 62 publications

(43 citation statements)

References 5 publications

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“…However, Heitman et al 2007and Powell 2007(Heitman et al, 2007b, Powell et al, 2007 suggest that teaching research ethics delivered as a one off course early in a curriculum is probably insufficient to impart even core concepts and standards in lasting ways. Therefore in order to successfully embed research ethics teaching it is desirable to integrate it both horizontally and vertically throughout a medical school curriculum (Lehmann et al, 2004).…”

Section: Tip 3; Start Early and Integrate Throughout Coursementioning

confidence: 99%

“…Therefore in order to successfully embed research ethics teaching it is desirable to integrate it both horizontally and vertically throughout a medical school curriculum (Lehmann et al, 2004). Although we suggest starting research ethics teaching at the earliest opportunity, it is important to recognise that students may come to the course with different attitudes, and levels of knowledge and understanding towards research ethics and that it may be useful to establish this baseline before undertaking teaching (Heitman et al, 2007b If what they hear challenges or is in opposition to their prior knowledge they have acquired, the "learning" is more difficult". Although this finding may reflect the experience of gaining ethical approval for research it is clear that this experience prior to research ethics training has a negative effect on subsequent learning.…”

Section: Tip 3; Start Early and Integrate Throughout Coursementioning

confidence: 99%

“…(Steneck and Bulger, 2007). In addition Heitman et al demonstrated that the level of knowledge of research ethics of graduate students in a group of American universities was inadequate (Heitman et al, 2007a) and furthermore that graduate students in biomedical science or health professions only scored " marginally higher" than new undergraduates suggesting that effective training was lacking.…”

Section: Introductionmentioning

confidence: 99%

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Twelve tips to teaching (legal and ethical aspects of) research ethics/responsible conduct of research

Bowater

Wilkinson

2012

Medical Teacher

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Teaching research ethics is a requirement within modern health science, nursing and medical curricula. We have drawn on our experience of designing, developing and integrating the teaching of research ethics in a new, fully integrated medical school curriculum, delivered using Problem Based Learning (PBL) and the recent literature relating to the teaching of research ethics to produce the following 12 Top Tips designed to encourage readers to seek opportunities to embed this teaching within a variety of curricula.

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Section: Tip 3; Start Early and Integrate Throughout Coursementioning

confidence: 99%

Section: Tip 3; Start Early and Integrate Throughout Coursementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Twelve tips to teaching (legal and ethical aspects of) research ethics/responsible conduct of research

Bowater

Wilkinson

2012

Medical Teacher

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“…Education regarding research ethics should be introduced as soon as a researcher starts his or her career and reinforcements of the ethical aspects should continue at regular intervals throughout the career of researchers (McGee et al, 2008). Heitman et al reported that fresh graduates entering biomedical research programs had insufficient knowledge of RCR and even those who had been instructed about RCR earlier, displayed lacunae in their knowledge (Heitman et al, 2007). The ORI has issued guidelines for education in RCR.…”

Section: Primary Prevention Models "Person Approach" To Primary Prevementioning

confidence: 99%

A Theoretical Comparison of the Models of Prevention of Research Misconduct

Kumar¹

2010

Accountability in Research

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The current methods of dealing with research misconduct involve detection and rectification after the incident has already occurred. This method of monitoring scientific integrity exerts considerable negative effects on the concerned persons and is also wasteful of time and resources. Time has arrived for research administrators to focus seriously on prevention of misconduct. In this article, preventive models suggested earlier by Weed and Reason have been combined to arrive at six models of prevention. This is an effort to streamline the thinking regarding misconduct prevention, so that the advantages and disadvantages of each can be weighed and the method most appropriate for the institute chosen.

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“…In Focus in research [8][9][10] . An earlier survey of American undergraduate Biology courses highlighted this issue, finding none of the 104 courses reviewed included a required (compulsory) curriculum component on ethics 11 .…”

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confidence: 99%

Embedding research ethics and integrity into undergraduate practical classes

Waller¹,

Barr²,

Taylor³

et al. 2016

Microbiol. Aust.

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The core principles of research ethics and integrity that underpin the responsible conduct of research are critical to the design and performance of high quality research that generates excellent research data and outcomes that can be confidently trusted. Although many senior researchers have gained an in-depth appreciation and understanding of the importance of research ethics and integrity in the responsible conduct of research, many undergraduate students in science and technology disciplines do not obtain a basic, working knowledge of relevant research ethics and integrity principles as part of their degree. Here, we describe the introduction of a research ethics and integrity curriculum component into our third year practical classes, and the beneficial outcomes that we observed.Research ethics and integrity in the responsible conduct of research This increased attention, coupled with RCR being an integral component of all disciplines within the Science, Technology, Engineering and Mathematics (STEM) umbrella, has led to an increased awareness of the need for appropriate education in RCR 4-7 during tertiary education, and for research higher degree (RHD) students 8 .Yet despite this, the teaching and learning of the core principles of research ethics and integrity that underpin RCR for undergraduate university students is very often implicit rather than explicit. Indeed, many undergraduate students at the conclusion of their three The University of Melbourne, we recently introduced into the curricula of our third year practical subjects a component on research ethics and integrity that directly links to the in-class critical dissection of a primary research article in journal club sessions. The students and subjectsThe students undertaking our third year practical subjects in were specifically designed to provide a 'research-type' learning experience for the students focusing on different aspects of Microbiology and Immunology. Additionally, in each of these subjects the majority of the practical sessions were 'wet' practicals performed in a certified Physical Containment Level 2 (PC2) laboratory, while a minority were 'dry' practical sessions predominantly focusing on bioinformatics, analysis of flow cytometry data and Journal Club sessions (enabling the critical review of a recent discipline-specific primary research article). Both of these subjects were first deployed in 2014, and included a curriculum component devoted to research ethics and integrity. These sessions typically comprised a 1h general introduction to research ethics and integrity followed by a 1h

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New Graduate Students??? Baseline Knowledge of the Responsible Conduct of Research

Abstract: New graduate biomedical sciences students have inadequate and inconsistent knowledge of RCR, irrespective of their prior education or experience. Incoming trainees with previous graduate RCR education may also have gaps in core knowledge.

Cited by 62 publications

References 5 publications

Twelve tips to teaching (legal and ethical aspects of) research ethics/responsible conduct of research

Twelve tips to teaching (legal and ethical aspects of) research ethics/responsible conduct of research

A Theoretical Comparison of the Models of Prevention of Research Misconduct

Embedding research ethics and integrity into undergraduate practical classes

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