Abstract
Responsible research practices are critical to maintaining integrity in research and the provision of institutional trainings is an important means of promoting research integrity. However, studies show contrasting results on the efficacy of institutional training and that these approaches may not be fully effective in promoting research integrity among individuals and improving the overall climate in research integrity. Therefore, a more comprehensive multi-dimensional learning strategy seems to be needed. This includes continuous and tailored training at different institutional levels, the incorporation of training sessions focusing on the development of the moral character of researchers, and the use of different mentoring practices. With this comprehensive approach, research institutions can foster a culture of integrity in research, improve the overall research integrity climate and promote responsible research practices by individuals.
Background
To be clear, we are not fans of using online multiple-choice quizzes as a way to deliver and evaluate research integrity professional development. This approach makes sense (mostly) for something like fire training, where you can it’s important staff know the significance of different alert signs and know which extinguishers are safe to use on an electrical fire. Even for fire safety, some might argue about the effectiveness of a video of someone using the PASS technique with a fire extinguisher. Using this approach to training makes little sense for a topic of research integrity. Granted, knowing that there are criteria to determine whether a contributor can and should be listed as a co-author. A quiz may be an easy way to assess and track who has completed the professional development. It is NOT an effective way to inform and change research practice. The topic needs to be approached as a pedagogical exercise, not a compliance one.
Pizzolato, D., & Dierickx, K. (2023). A multi-dimensional learning strategy to foster research integrity. Research Ethics, 0(0). https://doi.org/10.1177/17470161231198666
Publisher (Open Access): https://journals.sagepub.com/doi/10.1177/17470161231198666
