Mulhearn Tyler J, Watts Logan L, Torrence Brett S, Todd E Michelle, Turner Megan R, Connelly Shane, Mumford Michael D
a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA.
Account Res. 2017;24(4):211-224. doi: 10.1080/08989621.2016.1274974. Epub 2016 Dec 22.
Research misconduct negatively impacts the scientific community and society in general. Providing training in the responsible conduct of research (RCR) to researchers is one viable approach to minimizing research misconduct. Although recent evidence suggests ethics training can indeed be effective, little empirical work has examined the similarities and differences across fields. In the present study, we analyzed 62 empirical studies in engineering, biomedical science, social science, and mixed fields. The findings suggest certain instructional principles, or "golden rules," apply generally to all fields. These golden rules include maintaining a field-specific or field-general approach and emphasizing processes in training. The findings also suggest that content areas contributing to instructional effectiveness vary as a function of field. Generally, it appears that all fields may benefit from taking a multi-pronged approach to ethics education wherein the salient field issues are covered. Implications for RCR education are discussed.
科研不端行为对科学界乃至整个社会都有负面影响。为研究人员提供负责任的研究行为（RCR）培训是将科研不端行为降至最低的一种可行方法。尽管最近的证据表明伦理培训确实可以有效，但很少有实证研究考察不同领域之间的异同。在本研究中，我们分析了工程学、生物医学科学、社会科学和混合领域的62项实证研究。研究结果表明，某些教学原则，即“黄金法则”，普遍适用于所有领域。这些黄金法则包括采用特定领域或通用领域的方法以及在培训中强调过程。研究结果还表明，对教学有效性有贡献的内容领域因领域而异。一般来说，所有领域似乎都可能从采取多管齐下的伦理教育方法中受益，其中涵盖突出的领域问题。文中讨论了对RCR教育的启示。
