Mastroianni A C, Kahn J P
School of Law and Public Health Genetics Program, University of Washington, Seattle, USA.
Acad Med. 1998 Dec;73(12):1249-54. doi: 10.1097/00001888-199812000-00013.
Despite the growing need to teach principles of the responsible conduct of research (RCR) to those training to be biomedical researchers, no descriptive, easily compared information about the nation's RCR programs exists. To draw some preliminary conclusions about the state of RCR education and training and to gain insight into what kinds of future initiatives are needed, the authors reviewed materials describing U.S. training programs in RCR that had been collected by the Department of Health and Human Services in June-August 1996. In direct response to a 1990 federal policy, formal RCR training programs have been established at many institutions that carry out research. This policy requires that recipients of National Research Service Award Institutional Research Training Grants from the National Institutes of Health provide RCR training to the predoctoral and postdoctoral trainees supported by these grants. The authors found that two thirds of the 45 institutions represented in the materials provided RCR training only to those trainees whom they were required to train, although among the rest of the institutions, a few required that all trainees receive such training. The training programs studied were quite diverse regarding who was responsible for the program (the principal investigator, the ethics faculty, etc.), what kinds of instruction were given (lectures, seminars, small-group discussions, etc.), course content, and how discipline-specific the focus was. The authors review the obstacles to effective RCR training (e.g., the needs for culture change and for sizable faculty, financial, course time, and administrative resources; the need for proper evaluation of programs) and discuss ways to foster such programs (e.g., sharing of resources; identifying competencies; tailoring teaching to the individual institution's and department's characteristics; public-private partnerships). They conclude that the institutional efforts needed to establish widespread and effective RCR training are more than justified by the result that such training will help foster: the integrity of the research process and a solid future for the research enterprise.
尽管向未来的生物医学研究人员传授负责任的研究行为（RCR）原则的需求日益增长，但目前尚无关于全国RCR项目的描述性且便于比较的信息。为了就RCR教育与培训的现状得出一些初步结论，并深入了解未来需要何种类型的举措，作者们回顾了美国卫生与公众服务部在1996年6月至8月收集的描述RCR培训项目的材料。为直接响应1990年的一项联邦政策，许多开展研究的机构都设立了正式的RCR培训项目。该政策要求，获得美国国立卫生研究院国家研究服务奖机构研究培训资助的机构，要为这些资助所支持的博士前和博士后学员提供RCR培训。作者们发现，材料中所涉及的45个机构中有三分之二仅向其被要求培训的学员提供RCR培训，不过在其余机构中，有少数要求所有学员都接受此类培训。所研究的培训项目在由谁负责该项目（首席研究员、伦理教员等）、提供何种指导（讲座、研讨会、小组讨论等）、课程内容以及重点针对特定学科的程度等方面差异很大。作者们审视了有效开展RCR培训的障碍（例如，文化变革的需求以及对大量师资、资金、课程时间和行政资源的需求；对项目进行适当评估的需求），并讨论了促进此类项目的方法（例如，资源共享；确定能力；根据各机构和部门的特点量身定制教学；公私合作伙伴关系）。他们得出结论，建立广泛且有效的RCR培训所需的机构努力完全合理，因为这样的培训将有助于促进：研究过程的诚信以及研究事业坚实的未来。
