Lynch John, Strasser Jane E, Lindsell Christopher J, Tsevat Joel
Department of Communication, University of Cincinnati ; Center for Clinical and Translational Science & Training, University of Cincinnati.
AJOB Prim Res. 2013;4(2):15-22. doi: 10.1080/21507716.2012.757259.
Strict criteria for manuscript authorship exist to guide decisions on who should be considered an author. Less is known about how authorship for scientific meetings is determined. Our goal was to explore factors that influence decisions about authorship of conference abstracts.
In 2010, we conducted qualitative focus groups with a stratified sample of 36 trainees, 19 junior faculty, and 11 senior faculty. Focus group transcripts were coded using a coding scheme derived from an initial review of the transcripts and a preliminary theoretical framework, which was based on the literature, anecdotes, and personal experience.
We identified 6 themes related to abstract authorship: comparisons with manuscripts; collaboration dynamics; time; experience and professional development; standards for authorship; and funding. We found that: views of abstracts as a lesser form of publication lead to diminished integrity of authorship; trainee inexperience and the dynamics of collaboration adversely influence the integrity of authorship independently of the perceived difference between an abstract and an article; and early communication about authorship appears to increase the integrity of authorship decisions.
Authors do not hold abstracts to the same standard as manuscripts. As such, authorship decisions are frequently inconsistent with authorship criteria pertaining to manuscripts. Such inconsistencies might be improved with stricter institutional rules, clear and consistent authorship guidelines for abstracts submitted to conferences, a requirement that all authors verify their contributions to the abstract, and additional training in the responsible conduct of research.
存在严格的稿件作者身份标准以指导关于谁应被视为作者的决策。对于科学会议作者身份的确定方式了解较少。我们的目标是探究影响会议摘要作者身份决策的因素。
2010年,我们对36名学员、19名初级教员和11名高级教员的分层样本进行了定性焦点小组访谈。焦点小组访谈记录使用一种编码方案进行编码,该方案源自对记录的初步审查和一个初步的理论框架,该框架基于文献、轶事和个人经验。
我们确定了与摘要作者身份相关的6个主题:与稿件的比较;合作动态;时间;经验与职业发展;作者身份标准;以及资金。我们发现:将摘要视为一种较低形式的出版物的观点导致作者身份的完整性降低;学员缺乏经验以及合作动态独立于对摘要和文章之间感知差异之外对作者身份的完整性产生不利影响;并且关于作者身份的早期沟通似乎会提高作者身份决策的完整性。
作者对摘要的标准与稿件不同。因此,作者身份决策常常与适用于稿件的作者身份标准不一致。通过更严格的机构规则、针对提交给会议的摘要制定清晰且一致的作者身份指南、要求所有作者核实其对摘要的贡献以及进行关于负责任研究行为的额外培训,这种不一致情况可能会得到改善。