Title: Teaching RCR to undergraduate and graduate audiences: college sophomores, seniors and graduate students
1Teaching RCR to undergraduate and graduate
audiences college sophomores, seniors and
graduate students
Julio F. Turrens, Ph.D.Associate DeanCollege of
Allied Health ProfessionsUniversity of South
Alabama
2- Why do we need training in RCR?
- Because we believe we know, but we dont
always know
3Why is important to discussResponsible Conduct
of Research (RCR) early on in college?
- High incidence of cheating among undergraduates.
These are our future graduate students and future
professionals - Increased tolerance among faculty and
professionals gives students a wrong impression - In addition to cheating, there is a general lack
of knowledge about general rules of conduct in
science - Students need to understand that training in RCR
protects both the researcher and the institution - Although professionals may think that they do not
need to learn about RCR, students tend to be more
interested
4- Responsibility, Integrity
- and the nature of research
- Research in all disciplines (from the humanities
to engineering and sciences) provides the
building blocks of knowledge - TRUST is at the center of all scientific
endeavors. Public funds and trust are put in the
hands of the researcher. Students trust their
teachers. Patients trust their physicians
5Sophomores, seniors and graduate students
- Undergraduate sophomores taking a general course
entitled Seminars in Biomedical Sciences (BMD
201) (1 hour) - Summer research program for medical students (1
hour) - Undergraduate seniors taking bioethics course
entitled Issues in Biomedical Sciences (BMD 493)
(1 semester/3 credit hours) - Undergraduates participating in a summer research
program (NSF-REU) (1 hour weekly meetings over 10
wks) - Graduate students taking a course on Responsible
Conduct of Research (GIS 501) (1 semester, 1-2
hours/week)
6Training areas in RCR
- Data Acquisition, Management, Sharing and
Ownership - Conflict of Interest and Commitment
- Human Subjects
- Animal Welfare
- Research Misconduct
- Publication Practices and Responsible Authorship
- Mentor / Trainee Responsibilities
- Peer Review
- Collaborative Science
71 Hour presentations
- Data Acquisition, Management, Sharing and
Ownership - Conflict of Interest and Commitment
- Human Subjects
- Animal Welfare
- Research Misconduct
- Publication Practices and Responsible Authorship
- Mentor / Trainee Responsibilities
- Peer Review
- Collaborative Science
8Bioethics course
- Data Acquisition, Management, Sharing and
Ownership - Conflict of Interest and Commitment
- Human Subjects
- Animal Welfare
- Research Misconduct
- Publication Practices and Responsible Authorship
- Mentor / Trainee Responsibilities
- Peer Review
- Collaborative Science
- Technology transfer/Intellectual property
9Summer program
- Data Acquisition, Management, Sharing and
Ownership - Conflict of Interest and Commitment
- Human Subjects
- Animal Welfare
- Research Misconduct
- Publication Practices and Responsible Authorship
- Mentor / Trainee Responsibilities
- Peer Review
- Collaborative Science
- Technology transfer/Intellectual property
10Graduate course
- Data Acquisition, Management, Sharing and
Ownership - Conflict of Interest and Commitment
- Human Subjects
- Animal Welfare
- Research Misconduct
- Publication Practices and Responsible Authorship
- Mentor / Trainee Responsibilities
- Peer Review
- Collaborative Science
- Technology transfer
- Intellectual property
- Forensic Analysis of scientific data
- Expert witness
- Genetics and Human Reproduction
- Harassment in the workplace
11Evaluations
- 1 hour undergraduate course
12(No Transcript)
13Evaluations
Undergraduate Course (BMD 493)
14(No Transcript)
15Evaluations
Summer Research Program
16Topics covered in 2006 and students perception of relative relevance on every topic Topics covered in 2006 and students perception of relative relevance on every topic Topics covered in 2006 and students perception of relative relevance on every topic Topics covered in 2006 and students perception of relative relevance on every topic Topics covered in 2006 and students perception of relative relevance on every topic
Topic Important No opinion Irrelevant I already knew
Why do we teach Responsible Conduct of Research? 7 3 0 0
Data Acquisition, Management, Sharing and Ownership 8 2 0 0
Ethics in Research. Research Integrity and Misconduct 7 3 0 0
Mentoring and Collaborative Research 6 4 0 0
Technology Transfer. Conflict of Interest 6 3 0 1
Institutional Animal Care and Use Committee (IACUC) 8 2 0 0
Institutional Review Boards (IRBs) 9 1 0 0
Publication and Authorship. Peer Review 7 2 0 1
Case studies presented by students 7 3 0 0
17Evaluations
18- Most Favorite topics (top to bottom)
- Use of humans in research (8)
- Intellectual Property Patents (7)
- Use of Animals in Research (6)
- Scientific Research. Forensic analysis of
scientific data. (5) - Conflict of Interest (4)
- Collaborations with Private Industry (4)
- Scientific Research and Ethics (3)
- Collaboration Research and Authorship and
Mentoring (3) - Publication and Peer Review (3)
- Genetics and Human reproduction (3)
- Harassment in the workplace (2)
- Data Collection (1)
- Rules and Regulations about Expert Witnesses in
court (0)
19- Least Favorite topics (top to bottom)
- Data Collection (8)
- Rules and Regulations about Expert Witnesses in
court (7) - Publication and Peer Review (6)
- Collaborations with Private Industry (5)
- Conflict of Interest (4)
- Harassment in the workplace (4)
- Scientific Research and Ethics (3)
- Scientific Research. Forensic analysis of
scientific data (3) - Use of Animals in Research (3)
- Collaboration Research and Authorship and
Mentoring (1) - Genetics and Human Reproduction (1)
- Intellectual Property Patents (1)
- Use of Humans in Research (0)
- (1)
20Conclusions
- It has been suggested that teaching RCR does not
necessarily improve future behavior. By
addressing these topics at various points during
the curriculum, and in more detail as students
mature we reinforce the relevance of these
topics. - These discussions have some long term impact,
since many students send me emails with reference
to news and reports related to Research Integrity