Norman Marie K, Mayowski Colleen A, Fine Michael J
Institute for Clinical Research Education, Department of Medicine, School of Medicine, University of Pittsburgh , Pittsburgh, PA, USA.
VA Center for Health Equity Research and Promotion, VA Pittsburgh Healthcare System , Pittsburgh, PA, USA.
Account Res. 2021 Feb;28(2):115-124. doi: 10.1080/08989621.2020.1804374. Epub 2020 Aug 12.
Because peer review publication is essential for academic advancement across scientific fields, when authorship is wrongly attributed the consequences can be profound, particularly for junior researchers who are still establishing their professional norms and scientific reputations. Professional societies have published guidelines for authorship, yet authorship dilemmas frequently arise and have harmful consequences for scientific careers. Researchers have noted the complexities of authorship and called for new mechanisms to foster more ethical research cultures within institutions. To address this call, we organized a panel discussion at the Institute for Clinical Research Education at the University of Pittsburgh in which senior faculty members from diverse backgrounds and professional disciplines discussed their own authorship challenges (e.g., renegotiating author order, reconciling inter-professional authorship norms, managing coauthor power differentials) and offered strategies to avoid and/or resolve them. Informed by growth mind-set theory, our storytelling format facilitated an open exchange between senior and junior researchers, situated authorship dilemmas in specific contexts and career stages, and taught researchers how to address authorship challenges not adequately informed by guideline recommendations. Though not empirically assessed, we believe this approach represents a simple, low-cost, and replicable way to cultivate ethical and transparent authorship practices among researchers across scientific fields.
由于同行评审发表对于各科学领域的学术进步至关重要，当作者身份被错误认定时，后果可能很严重，尤其是对于仍在确立其职业规范和科学声誉的初级研究人员而言。专业学会已发布了关于作者身份的指导方针，但作者身份困境仍频繁出现，并对科研生涯产生有害影响。研究人员已指出作者身份的复杂性，并呼吁建立新机制，以在各机构内培育更具道德的研究文化。为回应这一呼吁，我们在匹兹堡大学临床研究教育学院组织了一次小组讨论，来自不同背景和专业学科的资深教员讨论了他们自己在作者身份方面面临的挑战（例如，重新协商作者顺序、协调跨专业作者身份规范、处理共同作者权力差异），并提供了避免和/或解决这些挑战的策略。基于成长型思维理论，我们采用的讲述故事的形式促进了资深研究人员和初级研究人员之间的开放交流，将作者身份困境置于特定背景和职业阶段，并教导研究人员如何应对那些未得到指导方针建议充分指导的作者身份挑战。虽然未经实证评估，但我们相信这种方法是一种简单、低成本且可复制的方式，能够在各科学领域的研究人员中培养符合道德且透明的作者身份实践。
