Department of Psychology, Center for Applied Social Research, University of Oklahoma, Norman, Oklahoma 73072, USA.
Acad Med. 2010 Mar;85(3):519-26. doi: 10.1097/ACM.0b013e3181cd1cc5.
To examine the effects that existing courses on the responsible conduct of research (RCR) have on ethical decision making by assessing the ethicality of decisions made in response to ethical problems and the underlying processes involved in ethical decision making. These processes included how an individual thinks through ethical problems (i.e., meta-cognitive reasoning strategies) and the emphasis placed on social dimensions of ethical problems (i.e., social-behavioral responses).
In 2005-2007, recruitment announcements were made, stating that a nationwide, online study was being conducted to examine the impact of RCR instruction on the ethical decision making of scientists. Recruitment yielded contacts with over 200 RCR faculty at 21 research universities and medical schools; 40 (20%) RCR instructors enrolled their courses in the current study. From those courses, 173 participants completed an ethical decision-making measure.
A mixed pattern of effects emerged. The ethicality of decisions did not improve as a result of RCR instruction and even decreased for decisions pertaining to business aspects of research, such as contract bidding. Course participants improved on some meta-cognitive reasoning strategies, such as awareness of the situation and consideration of personal motivations, but declined for seeking help and considering others' perspectives. Participants also increased their endorsement of detrimental social-behavioral responses, such as deception, retaliation, and avoidance of personal responsibility.
These findings indicated that RCR instruction may not be as effective as intended and, in fact, may even be harmful. Harmful effects might result if instruction leads students to overstress avoidance of ethical problems, be overconfident in their ability to handle ethical problems, or overemphasize their ethical nature. Future research must examine these and other possible obstacles to effective RCR instruction.
通过评估对伦理问题的回应中所做决策的伦理合理性以及伦理决策所涉及的潜在过程，考察现有科研道德（RCR）课程对伦理决策的影响。这些过程包括个体如何思考伦理问题（即元认知推理策略）以及对伦理问题社会层面的重视程度（即社会行为反应）。
2005 年至 2007 年，发布了招聘公告，称正在进行一项全国性的在线研究，以考察 RCR 教学对科学家伦理决策的影响。该研究共招募了 21 所研究型大学和医学院的 200 多名 RCR 教师，其中 40 名（20%）RCR 教师将其课程纳入了本研究。从这些课程中，有 173 名参与者完成了一项伦理决策测量。
出现了混合模式的影响。RCR 教学并未提高决策的伦理合理性，甚至对与研究的商业方面相关的决策（如合同投标）的伦理合理性产生了负面影响。课程参与者在一些元认知推理策略方面有所提高，例如对情况的认识和对个人动机的考虑，但在寻求帮助和考虑他人观点方面有所下降。参与者还增加了对有害社会行为反应的认可，例如欺骗、报复和避免个人责任。
这些发现表明，RCR 教学可能不如预期有效，甚至可能有害。如果教学导致学生过分强调避免伦理问题、过分自信自己能够处理伦理问题，或者过分强调自己的伦理性质，那么可能会产生有害的影响。未来的研究必须检验这些以及其他可能对有效的 RCR 教学构成障碍的因素。
