Cenci Jaisson, Correa Marcos Britto, Bouter Lex, Moher David, Bronkhorst Ewald, Franco Marina Christ, Mendes Fausto Medeiros, Pereira-Cenci Tatiana, Huysmans Marie Charlotte, Cenci Maximiliano Sérgio
Dentistry, Radboudumc Department of Dentistry, Nijmegen, Gelderland, 6525EX, The Netherlands.
Dentistry, Universidade Federal de Pelotas, Pelotas, State of Rio Grande do Sul, 96015560, Brazil.
F1000Res. 2025 Mar 24;14:318. doi: 10.12688/f1000research.155832.1. eCollection 2025.
Educational initiatives could foster the adoption of open science (OS) and responsible research practices (RRPs). This single group pre-post study evaluated the impact of an educational intervention on increasing the adherence, knowledge and perceptions about adopting OS practices and RRPs among graduate researchers at a Brazilian University.
Graduate students from a southern Brazilian university were invited to participate in a course addressing OS and RRPs. The intervention was an online interactive course on OS and RRPs. The number of OS outputs, including Open Science Framework (OSF) accounts, study registrations, protocols, analysis plans, data sets, preprints, and the number of projects published by each participant were collected before and after the intervention. Additionally, a self-administered online questionnaire was applied before and after the intervention to evaluate participants' perceptions on RRPs, OS practices and on the current researchers' evaluation system.
Eighty-four students finished the course and 80 agreed to participate in the study. The number of OSF accounts increased from 7 to 78 after the course, and the number of projects increased from 7 to 10, six months after the intervention. No registrations, protocols, analysis plans, data sets, or preprints were found after 6 and 12 months, respectively. The participants' perceptions of the current research evaluation system and on the OS practices and RRPs changed positively with the intervention. Also, the intention to adopt practices like registration, protocol and preprint publications has noticeably increased after the course.
The number of participants' OSF outputs showed little or no improvement after the intervention. The most important impact difference could be identified in terms of the participants' perceptions and intentions to adhere to such practices in the future.
教育举措可促进开放科学（OS）的采用和负责任的研究实践（RRP）。这项单组前后对照研究评估了一项教育干预措施对提高巴西一所大学研究生研究人员采用OS实践和RRP的依从性、知识水平及认知的影响。
邀请巴西南部一所大学的研究生参加一门关于OS和RRP的课程。干预措施是一门关于OS和RRP的在线互动课程。在干预前后收集每位参与者的OS产出数量，包括开放科学框架（OSF）账户、研究注册、方案、分析计划、数据集、预印本以及发表的项目数量。此外，在干预前后应用一份自我管理的在线问卷，以评估参与者对RRP、OS实践以及当前研究人员评估系统的看法。
84名学生完成了课程，80名同意参与研究。课程结束后，OSF账户数量从7个增加到78个，干预6个月后，项目数量从7个增加到10个。分别在6个月和12个月后未发现注册、方案、分析计划、数据集或预印本。参与者对当前研究评估系统以及OS实践和RRP的看法因干预而产生了积极变化。此外，课程结束后，采用注册、方案和预印本发表等实践的意愿显著增加。
干预后参与者的OSF产出数量几乎没有改善或没有改善。最重要的影响差异体现在参与者未来坚持此类实践的看法和意愿方面。
