Teaching Responsible Conduct of Research - A report of experiences from the University of Copenhagen

Transkript

1 Teaching Responsible ft her Conduct of Research - A report of experiences from older the University of Copenhagen Peter Sandøe KUdre Department of Large Animal Sciences Department of Food and Resource Economics University of Copenhagen

2 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre

3 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre St dato Dias 3

4

5 St dato Dias 5

6 St dato Dias 6

7 t her ter uden tilling punktpå rug ykning PLAN 1. Why teach RCR? 2. How best to teach RCR at different levels? venstrest uden tilling, indsk g dre

8 ft her WHY TEACH RCR? older KUdre

9 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre St dato Dias 9

10 t her IS IT NECESSARY TO TEACH RCR? THE DEVELOPMENT IN US ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre In the early days of RCR (late 70s and early 80s) teaching was not given priority based on the following two assumptions: Misconduct was seen as exception to the norm It was assumed that standards of responsible practice are passed on through the normal research training process Later these assumptions were questioned in light of a wider understanding of RCR It became clear that even though fraud is rare, bad practice is not St dato Dias 10

11 B: Negative effects on third parties? Research A: Does it aim at the right target? C: Responsible Conduct of Research (RCR)?

12 ft her WHAT IS RCR? older or Fifty shades of grey KUdre

13 t her BREACHES OF RCR ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre Fabrication Falsification Plagiarism Concealed double publication Dubious accreditation as author Dubious handling of data Scientific dishonesty (Research misconduct) Lack of responsible conduct of research (Bad practice)

14

15

16

17 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre St dato Dias 17

18 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre St dato Dias 18 Fang and Casadevall, 2011

19 Nature, 2005

20 Nature, 2005

21

22 Unquestionably, a significant contributor to failure in oncology trials is the quality of published preclinical data.

23 t her BREACHES OF RCR ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre Fabrication Falsification Plagiarism Concealed double publication Dubious accreditation as author Dubious handling of data Scientific dishonesty (Research misconduct) Lack of responsible conduct of research (Bad practice)

24 t her WHY TEACH RCR? ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre Big scandals concerning scientific dishonesty serve an occasion for introducing RCR teaching However, it is unlikely that teaching can prevent these big scandals On the other hand teaching may have an effect in the grey zone of responsible conduct More specifically the following may be achieved: Increased KNOWLEDGE concerning rules, norms and institution Increased ABILITY TO REFLECT concerning difficult cases Teaching does not by itself change attitudes St dato Dias 24

25 ft her HOW BEST TO TEACH RCR older AT DIFFERENT LEVELS? KUdre

26 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g THE DIFFERENT LEVELS Technicians BA students MA students Ph.d. students Post docs and assistant professors Seniors dre St dato Dias 26

27 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre AN IMPORTANT DISTINCTION Learning about RCR (and RCL) for the purpose of one s own practice Learning of RCR as part of understanding science This distinction is highly relevant for BA and MA students who Are not becoming trained as researchers But who are being trained to understand and use the results of research St dato Dias 27

28 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g THE DIFFERENT LEVELS Technicians BA students MA students Ph.d. students Post docs and assistant professors Seniors dre St dato Dias 28

29 HISTORY DK t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre Single lectures on ph.d.-courses at KVL from around 2000 The subject became a part of the the SUND ph.d. course in 2004, KVL/LIFE ph.d. Introductory course from AU started courses in Scientific Practice Beginning 2012 courses in RCR have been mandatory of all ph.d. students af KU A joint course for SUND and SCIENCE Since 2014 there has been a mandatory course for ph.d. supervisors at KU SUND Now all universities in Denmark will have to implement the requirements found in the Danish Code of Conduct St dato Dias 29

30 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre THE PH.D. COURSES AT SUND AND SCIENCE, CONTENT 4 modules: 1. Overview including the difference between dishonesty and less severe violations of RCR and intstitutions 2. Authorship 3. Data-handling; IPR 4. Conflicts of interest; communication with the public St dato Dias 30

31 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g THE PH.D. COURSES AT SUND AND SCIENCE, FORM Four teaching modules, each lasting 1 ½ hour Reading of a around 4 times 50 pages Two different requirements to pass: SUND a 2 hour written exam SCIENCE essay accepted dre St dato Dias 31

32 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre

33 If a co-author on one of your papers was found to have plagiarised a few sentences and the paper had to be retracted, would you still list it on your CV? A. Yes, I did nothing wrong B. Yes, but I would mention the retraction C. No, and I would not mention the retraction 0% 0% 0% Response Counter Yes,%I%did%nothing%wrong Yes,%but%I%would%mention%... No,%and%I%would%not%ment...

34 CASE: POTENTIAL CO-AUTHOR OPTS OUT An international collaborator who has made a significant contribution decides to withdraw as co-author because he/she does not like the results How do you handle this? A. Just take the person off B. Try to force the person to stay on as a co-author C. Take the person off and describe the background in the acknowledgement section Response Counter Just%take%the%person%off 0% 0% 0% Try%to%force%the%person%to... Take%the%person%off%and%d...

35 CASE: PUBLISHING OTHER PEOPLE S DATA On a web-page you find data on male fertility which have not been published Is it OK that you publish a paper where you make use of these data? A. Yes B. No 0% 0% Response Counter Yes No

36 CASE: GOING PUBLIC You are being interviewed to a national newspaper about research that you have done in collaboration with colleagues Do you have to insist to acknowledge your colleagues by name in the interview? A. Yes B. No 0% 0% Response Counter Yes No

37 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre HOW BEST TO TEACH RCR AT DIFFERENT LEVELS? In Danish universities we will in the future teach RCR at all levels from BA to professorial level A variety of tools will be required Text books E-learning tools Lectures Interactive teaching However, it is also important to be aware of the various learning goals: To know what is expected To understand the role of RCR in the fabric of science To be able to reflect regarding all the difficult issues in the grey zone St dato Dias 37

38 t her ter uden tilling punktpå rug ykning venstrest uden tilling, indsk g dre St dato Dias 38