Nebeker Camille
Department of Family & Preventive Medicine, School of Medicine, University of California, San Diego.
J Microbiol Biol Educ. 2014 Dec 15;15(2):88-92. doi: 10.1128/jmbe.v15i2.849. eCollection 2014 Dec.
Requirements for educating the next generation of scientists in the responsible conduct of research (RCR) were published approximately 25 years ago. Over the years, an extensive collection of research ethics educational resources have been developed, most of which are available to the scientific community. We can use these resources to effect change in student learning about responsible and ethical research practices; however, research on RCR educational effectiveness reveals mixed results. Rather than assume ethics education is ineffective, perhaps we should examine whether we are making the best use of these training tools and resources when teaching RCR. Connecting the body of knowledge on how people learn with how we teach research ethics may be a solution to improving student-learning outcomes associated with research ethics education. This essay provides a brief review of the research on human learning and introduces practical tips for connecting evidence-based principles to RCR teaching. Next steps involve RCR educators planning empirical research to support the application of research-informed practices to teaching research ethics.
大约25年前就公布了对下一代科学家进行负责任研究行为（RCR）教育的要求。多年来，已经开发了大量的研究伦理教育资源，其中大部分可供科学界使用。我们可以利用这些资源来改变学生对负责任和符合伦理的研究实践的学习；然而，关于RCR教育有效性的研究结果喜忧参半。与其认为伦理教育无效，或许我们应该审视在教授RCR时是否充分利用了这些培训工具和资源。将关于人们如何学习的知识体系与我们如何教授研究伦理联系起来，可能是提高与研究伦理教育相关的学生学习成果的一个解决方案。本文简要回顾了关于人类学习的研究，并介绍了将基于证据的原则与RCR教学相联系的实用技巧。接下来的步骤包括RCR教育工作者规划实证研究，以支持将基于研究的实践应用于研究伦理教学。
