Teaching scientific integrity and research ethics

Cases of misconduct in scientific research have enforced a lively public and scientific discussion. The international scientific community has been engaged during the last years in the search for adequate responses to fraud and misconduct. Most of the new guidelines emphasize the responsibility of r...

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Bibliographic Details
Published in:Forensic science international 2000-09, Vol.113 (1), p.511-514
Main Author: Sponholz, Gerlinde
Format: Article
Language:English
Subjects:
Attitude of Health Personnel
Bioethics
Biological and medical sciences
Biology
Colleges & universities
Core curriculum
Curriculum
Education, Medical - organization & administration
Ethics
Focus Groups
Fraud
Germany
Graduate students
Graduate studies
Guidelines as Topic
Human subjects
Humans
Laboratory animals
Learning
Medical ethics
Medical sciences
Medicine
Meetings
Needs Assessment
Physics
Program Development
Public health
Public health. Hygiene
Public health. Hygiene-occupational medicine
Qualitative research
Research - education
Research - standards
Research ethics
Role models
Science
Scientific Misconduct
Scientists
Teaching methods
Teaching. Deontology. Ethics. Legislation
Training
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Summary:Cases of misconduct in scientific research have enforced a lively public and scientific discussion. The international scientific community has been engaged during the last years in the search for adequate responses to fraud and misconduct. Most of the new guidelines emphasize the responsibility of researchers and scientific institutions for preventive measures; the teaching of research ethics should be included in undergraduate and postgraduate academic education. At the Universities of Ulm and Marburg members of the ‘Study group Ethics in Medicine’ are developing a teaching program in Research Ethics. They now offer courses: teaching in small groups (7–15 participants) with structured case discussions. These courses are not mandatory. The first steps in the development of the teaching program for young scientists in medicine, biology, chemistry, and physics have been taken. The fields of conflicts in these different fields of science are very similar. We offered five case discussion sessions with mixed groups (postgraduate students, postdocs, head of departments) and the first results are very positive: high acceptance, high motivation, high demand for next courses.
ISSN:0379-0738
1872-6283
DOI:10.1016/S0379-0738(00)00267-X