Gerrits Elianne M, Bredenoord Annelien L, van Mil Marc H W
Center of Education and Training, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands.
School of Philosophy, Erasmus University Rotterdam, Rotterdam, The Netherlands.
Sci Educ (Dordr). 2022;31(4):977-996. doi: 10.1007/s11191-021-00295-y. Epub 2021 Nov 1.
New developments in the field of biomedicine can have extensive implications for society. To steer research efforts in a responsible direction, biomedical scientists should contribute to a forward-looking ethical, and societal evaluation of new developments. However, the question remains how to equip students sufficiently with the skills they need to contribute to this evaluation. In this paper, we examine how the four dimensions of Responsible Research and Innovation (anticipation, reflexivity, inclusivity, and responsiveness) inform the identification of learning goals and teaching approaches that contribute to developing these skills in biomedical scientists. We suggest that these educational approaches focus on the skills to anticipate intended and unintended outcomes, reflect on the epistemological and moral aspects of research practice, and be inclusive of the variety of voices in society. We argue that if these dimensions are properly integrated into biomedical curricula, they will help students develop the attitudinal aspects necessary for becoming responsive, and prepare them for implementing the dimensions of responsible research into their daily practice. This paper focuses specifically on skills biomedical scientists need for the responsible conduct of research. Therefore, our analysis results, at least in part, in domain-specific recommendations. We invite educators from other disciplines to do the same exercise, as we believe this could lead to tailored educational approaches by which students from various disciplinary backgrounds learn how they each have a role in contributing to socially robust and morally responsible research practice.
生物医学领域的新发展会对社会产生广泛影响。为了将研究工作引向负责任的方向，生物医学科学家应推动对新发展进行前瞻性的伦理和社会评估。然而，问题依然存在：如何让学生充分具备为这种评估做出贡献所需的技能。在本文中，我们探讨负责任研究与创新的四个维度（前瞻性、反思性、包容性和响应性）如何为确定有助于培养生物医学科学家这些技能的学习目标和教学方法提供信息。我们建议这些教育方法应侧重于预测预期和非预期结果的技能、反思研究实践的认识论和道德层面的技能，以及包容社会中各种声音的技能。我们认为，如果将这些维度妥善融入生物医学课程，它们将有助于学生培养做出响应所需的态度层面的能力，并使他们为将负责任研究的维度落实到日常实践做好准备。本文特别关注生物医学科学家进行负责任研究所需的技能。因此，我们的分析至少部分得出了针对特定领域的建议。我们邀请其他学科的教育工作者也开展同样的工作，因为我们相信这可能会产生量身定制的教育方法，使来自不同学科背景的学生了解他们各自在为社会稳健且道德上负责任的研究实践做出贡献方面所扮演的角色。
