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  1. How Do Researchers Acquire and Develop Notions of Research Integrity? A Qualitative Study Among Biomedical Researchers in Switzerland.Priya Satalkar & David Shaw - 2019 - BMC Medical Ethics 20 (1):1-12.
    Background Structured training in research integrity, research ethics and responsible conduct of research is one strategy to reduce research misconduct and strengthen reliability of and trust in scientific evidence. However, how researchers develop their sense of integrity is not fully understood. We examined the factors and circumstances that shape researchers’ understanding of research integrity. Methods This study draws insights from in-depth, semi-structured interviews with 33 researchers in the life sciences and medicine, representing three seniority levels across five research universities in (...)
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  • Gelingende Ethik-Lehre in der Medizin. Erkenntnisse aus der Lehrforschung.Susanne Michl, Johannes Katsarov & Tobias Eichinger - 2022 - Ethik in der Medizin 34 (3):433-450.
    Die Frage nach den Faktoren, die eine wirksame Ethik-Lehre in der Medizin ausmachen, blieb bislang weitgehend unbeantwortet. Vor allem im deutschsprachigen Raum wird hier zu wenig Forschung betrieben. Aufgrund fehlender wissenschaftlich aussagekräftiger Evaluationsstudien lässt sich somit mitunter nur vermuten, wie wirksam bestimmte Lehrformate und -methoden in der Ethik-Lehre tatsächlich sind. Die Auswahl von Lehrformaten und -methoden, die Ethik-Dozierende für das Erreichen eines festgelegten Lernziels einsetzen, wird häufig nicht nach evidenzbasierten Kriterien, sondern auf der Grundlage von guten oder schlechten Lehrerfahrungen sowie (...)
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  • Effective ways to teach ethics in medicine. Findings from educational research.Susanne Michl, Johannes Katsarov & Tobias Eichinger - 2022 - Ethik in der Medizin 34 (3):433-450.
    Problem The question of what factors drive the effectiveness of ethics teaching in medicine has remained largely unanswered in German-speaking countries. Due to the lack of scientifically sound evaluation studies, it is sometimes only possible to assume how effective certain teaching formats and methods actually are in ethics courses. The selection of teaching formats and methods that ethics lecturers use to achieve a specified learning objective is often not made according to evidence-based criteria, but on the basis of positive or (...)
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  • Academic Management in Uncertain Times: Shifting and Expanding the Focus of Cognitive Load Theory During COVID-19 Pandemic Education.Douglas J. Gould, Kara Sawarynski & Changiz Mohiyeddini - 2022 - Frontiers in Psychology 13.
    Globally, the COVID-19 pandemic has forced medical education toward more “online education” approaches, causing specific implications to arise for medical educators and learners. Considering an unprecedented and highly threatening, constrained, and confusing social and educational environment caused by the COVID-19 pandemic, we decided to shift the traditional focus of the Cognitive Load Theory from students to instructors. In this process, we considered recent suggestions to acknowledge the psychological environment in which learning happens. According to this fundamental fact, “Learning and instructional (...)
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  • What is Working, What is Not, and What We Need to Know: A Meta-Analytic Review of Business Ethics Instruction.Kelsey E. Medeiros, Logan L. Watts, Tyler J. Mulhearn, Logan M. Steele, Michael D. Mumford & Shane Connelly - 2017 - Journal of Academic Ethics 15 (3):245-275.
    Requirements for business ethics education and organizational ethics trainings mark an important step in encouraging ethical behavior among business students and professionals. However, the lack of specificity in these guidelines as to how, what, and where business ethics should be taught has led to stark differences in approaches and content. The present effort uses meta-analytic procedures to examine the effectiveness of current approaches across organizational ethics trainings and business school courses. to provide practical suggestions for business ethics interventions and research. (...)
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  • Stakeholders' Perspectives on Research Integrity Training Practices: A Qualitative Study.Kris Dierickx & Daniel Pizzolato - 2021 - BMC Medical Ethics 22 (1):1-13.
    BackgroundEven though research integrity training programs have been developed in the last decades, it is argued that current training practices are not always able to increase RI-related awareness within the scientific community. Defining and understanding the capacities and lacunas of existing RI training are becoming extremely important for developing up-to-date educational practices to tackle present-day challenges. Recommendations on how to implement RI education have been primarily made by selected people with specific RI-related expertise. Those recommendations were developed mainly without consulting (...)
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  • Educating PhD Students in Research Integrity in Europe.Kris Dierickx, Benoit Nemery, Daniel Pizzolato & Shila Abdi - 2021 - Science and Engineering Ethics 27 (1):1-19.
    No university or research institution is immune to research misconduct or the more widespread problem of questionable research practices. To strengthen integrity in research, universities worldwide have developed education in research integrity. However, little is known about education in research integrity for PhD students in European research-intensive universities. We conducted a content analysis of didactic materials of 11 of the 23 members of the League of European Research Universities to map out the content, format, frequency, duration, timing, and compulsory status (...)
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  • What is Working, What is Not, and What We Need to Know: A Meta-Analytic Review of Business Ethics Instruction.Shane Connelly, Michael Mumford, Logan Steele, Tyler Mulhearn, Logan Watts & Kelsey Medeiros - 2017 - Journal of Academic Ethics 15 (3):245-275.
    Requirements for business ethics education and organizational ethics trainings mark an important step in encouraging ethical behavior among business students and professionals. However, the lack of specificity in these guidelines as to how, what, and where business ethics should be taught has led to stark differences in approaches and content. The present effort uses meta-analytic procedures to examine the effectiveness of current approaches across organizational ethics trainings and business school courses. to provide practical suggestions for business ethics interventions and research. (...)
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  • Novice Researchers’ Views About Online Ethics Education and the Instructional Design Components that May Foster Ethical Practice.Miri Barak & Gizell Green - 2020 - Science and Engineering Ethics 26 (3):1403-1421.
    The goal of the current study was to examine novice researchers’ views about online ethics education and to identify the instructional design components that may foster ethical practice. Applying the mixed methods approach, data were collected via a survey and semi-structured interviews among M.Sc. and Ph.D. students in science and engineering. The findings point to the need for rethinking the way conventional online ethics courses are developed and delivered; encouraging students to build confidence in learning from distance, engaging them in (...)
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  • Applying a Social Constructivist Approach to an Online Course on Ethics of Research.Miri Barak & Gizell Green - 2021 - Science and Engineering Ethics 27 (1):1-24.
    The growing trend of shifting from classroom to distance learning in ethics education programs raises the need to examine ways for adapting best instructional practices to online modes. To address this need, the current study was set to apply a social constructivist approach to an online course in research ethics and to examine its effect on the learning outcomes of science and engineering graduate students. The study applied a pre-test post-test quasi-experimental research design within a framework of a mixed-methods approach. (...)
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  • Assessment of Orientation Practices for Ethics Consultation at Harvard Medical School-Affiliated Hospitals.Danish Zaidi & Jennifer C. Kesselheim - 2018 - Journal of Medical Ethics 44 (2):91-96.
    Background Few studies have been conducted to assess the quality of orientation practices for ethics advisory committees that conduct ethics consultation. This survey study focused on several Harvard teaching hospitals, exploring orientation quality and committee members’ self-evaluation in the American Society of Bioethics and Humanities ethics consultation competencies. Methods We conducted a survey study that involved 116 members and 16 chairs of ethics advisory committees, respectively. Predictor variables included professional demographics, duration on committees and level of training. Outcome variables included (...)
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  • Research Ethics Courses as a Vaccination Against a Toxic Research Environment or Culture.Nicole Shu Ling Yeo-Teh & Bor Luen Tang - 2021 - Research Ethics 17 (1):55-65.
    Hofmann and Holm’s recent survey on issues of research misconduct with PhD graduates culminated with a notable conclusion by the authors: ‘ Scientific misconduct seems to be an environmental issue as much as a matter of personal integrity’. Here, we re-emphasise the usefulness of an education-based countermeasure against toxic research environments or cultures that promote unethical practices amongst the younger researchers. We posit that an adequately conducted course in research ethics and integrity, with a good dose of case studies and (...)
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