Heitman Elizabeth
Center for Biomedical Ethics and Society, Vanderbilt University Medical Center, Nashville, TN 37203.
J Microbiol Biol Educ. 2014 Dec 15;15(2):130-4. doi: 10.1128/jmbe.v15i2.860. eCollection 2014 Dec.
Demand among graduate and postdoctoral trainees for international research experience brings together students and investigators from increasingly diverse cultural backgrounds around the world. Educators in research ethics and scientific integrity need to address the cultural aspects of both science and ethics to help all trainees learn ethical practices for effective collaboration with a diverse array of partners. NIH and NSF's mandates for instruction in the responsible conduct of research do not specifically address the needs of international trainees or U.S. trainees who undertake research projects abroad. Nonetheless, research ethics educators' typical focus on policy and professional standards can offer trainees and faculty investigators helpful insights into differing ethical values and priorities in research. Examination of linguistic differences can also reveal important conceptual frameworks that shape ethical practice. New resources for teaching research integrity in cross-cultural settings can be a valuable addition to the development of shared understanding of the goals of scientific research.
研究生和博士后学员对国际研究经验的需求，使得来自世界各地、文化背景日益多样的学生和研究人员汇聚在一起。研究伦理和科学诚信方面的教育工作者需要兼顾科学与伦理的文化层面，以帮助所有学员学习道德规范，从而与各种各样的合作伙伴进行有效的合作。美国国立卫生研究院（NIH）和美国国家科学基金会（NSF）关于科研负责任行为指导的规定并未专门针对国际学员或在国外开展研究项目的美国学员的需求。尽管如此，研究伦理教育工作者通常对政策和专业标准的关注，可以为学员和教员研究人员提供有关研究中不同伦理价值观和优先事项的有益见解。对语言差异的研究也可以揭示塑造道德实践的重要概念框架。跨文化背景下教授研究诚信的新资源，对于促进对科学研究目标的共同理解具有宝贵的补充作用。
