Kligyte Vykinta, Marcy Richard T, Sevier Sydney T, Godfrey Elaine S, Mumford Michael D
Department of Psychology, University of Oklahoma, 455 W. Lindsey Street, Dale Hall Tower, Room 705, Norman, OK, 73019-2007, USA.
Sci Eng Ethics. 2008 Mar;14(1):3-31. doi: 10.1007/s11948-007-9035-4. Epub 2007 Sep 26.
Although Responsible Conduct of Research (RCR) training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: (1) educational efforts should be tied to day-to-day practices in the field, (2) educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and (3) educational efforts should be embedded in a broader program of on-going career development efforts. This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed.
尽管科研行为责任（RCR）培训在科学界很常见，但RCR培训的有效性仍值得质疑。在确保伦理教育项目有效性方面，三个关键因素似乎尤为重要：（1）教育工作应与该领域的日常实践相结合；（2）教育工作应提供应对人们在日常实践中可能遇到的伦理问题的策略；（3）教育工作应融入更广泛的持续职业发展努力计划中。本文讨论了一种基于意义建构模型的复杂定性方法来开展RCR培训，该方法力求解决上述培训问题。人种学观察和先前的RCR培训用于收集特定于一个多学科、多大学研究中心的信息，目的是识别有助于伦理决策的元认知推理策略。广泛的定性分析得出了九种元认知推理策略，未来的RCR培训将基于这些策略展开。文中还讨论了研究结果对科学界RCR培训的启示。
