Effectiveness of Responsible Conduct of Research Instruction: Initial Findings

摘要: Introduction Mandates for instruction in the responsible conduct of research (RCR) grew from investigation high-profile cases alleged misconduct, and a subsequent U.S. congressional legislation that occurred during 1980s 1990s (Anderson, 1988, 1994; Crewdson, 2002; Lang, 1993). Since 1990, National Institutes Health (NIH) have required trainees supported by either T32 institutional training grants or T34 Minority Access to Research Career program awards receive formal KCR (NIH, 1992.). This requirement was later extended F32 individual postdoctoral fellow mentored K (career) awardees. Federal agencies, particular Department Human Services, recommended nine core instructional areas: human subjects, animal data management, authorship publication practices, peer review, conflict interest, collaborative science, mentoring, misconduct. Few published studies evaluated effectiveness RCR training, available suggest results few positive effects. One area which has been shown be effective is development moral reasoning skills. Rest (Rest & Narvaez, 1994) argued behavior can divided into at least four component parts: sensitivity, judgment, motivation, character. The second component, presumed assessed "Defining Issues Test" (DIT), successfully demonstrated quantitative improvements dental (Bebeau Thoma, 1994), veterinary (Self, et al., 1991), nursing (Duckett, 1992; Frisch, 1987), medical Baldwin, Olivarez, 1993; Self, Wolinsky, 1989) curricula. Further, recent attempts made apply theory teaching ethics (Bebeau, Pimple, Muskavitch, Smith, 1995; 1995). DIT may provide valuable tool assessing some aspects training; however, more needed establish this. Effectiveness examined study Kalichman Friedman (1992). In their survey 2,010 biomedical University California, San Diego (UCSD), these authors failed find correlation between respondents' replies with regard past potential unethical behavior. Reporting on follow-up 505 UCSD (283 respondents) Brown (1998) reported did not remarkably affect perceptions normative standards. However, reveal respondents who had increased exposure discussion, class time, case discussions ethical issues an knowledge options facing solving problems. A 1,005 fellows Eastwood, Derish, Leash, Ordway (1996) probed attitudes about correlated whether respondent taken any course covering ethics. 1990 (1992) only 11% having course. contrast, probably reflecting NIH mandate 52% East-wood al. "devoted time issues." like Friedman, Eastwood compelling evidence "effect willingness commit misconduct engage questionable practices future." Trainees complete researchers opportunity evaluate educational effectiveness. We are prospectively studying fellowship awardees using instruments exercises designed awareness behavioral judgments response scenarios. …