Responsible Conduct of Research Training: A Solution for Teaching Ethics in the 21st Century

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Responsible Conduct of Research Training A
Solution for Teaching Ethics in the 21st Century

• Ethan Waples
• University of Oklahoma

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Researchers

• Professors
• -Dr. Michael Mumford -Dr. Shane Connelly
• -Dr. Lynn Devenport -Dr. Ryan Brown
• Graduate Students
• -Stephen Murphy -Alison Antes
• -Jason Hill

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Training in Research Ethics

• Variety of Approaches
• Moral Reasoning
• Field Practices
• Case Analysis
• Effectiveness mixed
• Inconsistent findings
• Why?

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Training Effectiveness

• Possibly presentation
• Ambiguous
• High Stakes
• Emotionally loaded
• Real
• People think they know
• Do the right thing
• Go with their instinct
• Simplistic
• Here is the problem.
• Sensemaking

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Sensemaking Model
Professional
Personal
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Present Study

• Develop and test new curriculum designed
  specifically for Research Integrity
• Biological, Health, and Social Sciences
• Sensemaking Foundation
• Generation
• Application
• Two pronged delivery
• Case Method
• Exemplars providing experiential knowledge
• Use of own case knowledge encouraged
• Strategy Training
• Effectively dealing with ethical events

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Method

• Training Participants
• 43 Ph.D. students
• 2 Day Training Course
• Offered in intersession format
• Pre-Post with 6 month follow-up (alternative
  forms)

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Course Content Day 1

• Critical Rules, Principles, Guidelines
• Self-Reflection
• Ethical Decision-Making (EDM) Pre-Test
• Social Psychological Approach
• Personal Biases
• Identify and Generate Problems
• Cases
• Deal with these problems
• Strategies

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Course Content Strategies

• Recognizing Circumstances
• Asking for Help
• Questioning Judgment
• Dealing with Emotions
• Anticipating Consequences
• Self-Reflection
• Considering Others

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Course Content Day 2

• Introduction to Sensemaking
• Integration
• Role Play activity
• Field Specific Differences
• Resolving Professional Orientation
• Viewpoint Activity
• Examining ethical issues?varying perspectives
• Training Summary
• Ethical Decision-Making (EDM) Post-Test

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Ethical Decision-Making Measure

• Low-Fidelity Simulation
• 4 Domains of Ethical Conduct (Helton-Fauth et
  al., 2003)

• Data Management
• Study Conduct

• Professional Practices
• Business Practices

• Ethical Scoring
• High (3), Moderate (2), and Low (1)
• Strategy Scoring
• Extent to which (7 pt. Likert) response reflects
  strategy

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Ethical Decision-Making Measure

• During graduate school, Langston developed a new
  methodological approach for analyzing data, with
  guidance from his advisor. He trained several
  graduate students on the use of this approach
  before he graduated. At a recent professional
  conference, Langston heard a student present
  preliminary results from her Masters thesis in
  which she used the data analytic approach. He
  noticed a potentially serious error in the
  interpretation of the data, attributable to
  improper use of the approach. He mentions this
  possibility after the presentation.

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Ethical Decision-Making Measure

• A month after the conference, one of Langstons
  colleagues shows him a manuscript written by the
  student and Langstons former advisor. It has
  been submitted for publication and contains the
  same information and errors he observed at the
  conference. He tells his former advisor that hes
  sure the analytic approach was applied improperly
  and can demonstrate this. What should Langstons
  former advisor do? Choose two from the following
• (H) Retract the submitted manuscript
• (M) Submit new analyses and interpretations
  indicating that the wrong version of the
  manuscript was submitted
• (L) Wait for reviews and do additional analyses
  if indicated

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Pre-Post DifferencesEthical Decision-Making
Ethical Domain Mpre SDpre Mpost SDpost d
Data Management 2.09 .37 2.30 .30 .63
Study Conduct 1.95 .31 2.35 .29 1.33
Professional Practices 2.14 .25 2.31 .17 .78
Business Practices 2.07 .32 2.24 .28 .56
Note. Paired samples t-test p lt .05 p lt .01
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Pre-Post Differences Strategies
Domain / Strategy Mpre SDpre Mpost SDpost d
DM Recognizing Circumstances 2.99 .77 3.91 .52 1.40
SC Asking for Help .16 .17 1.58 .56 3.47
PP Question Judgment 2.92 .68 3.48 .44 .95
SC Deal with Emotions 2.78 .74 3.48 .74 .93
DM Anticipate Consequences 2.91 .81 3.41 .54 .72
BP Self-Reflection 2.65 .98 3.46 .41 1.05
BP Consider Others 2.95 .92 3.60 .54 .86
Note. Paired samples t-test p lt .05 p lt .01
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Preliminary Follow-Up Ethical Decision-Making
Ethical Domain Mpost SDpost Mfol SDfol
Data Management 2.30 .30 2.31 .24
Study Conduct 2.35 .29 2.43 .28
Professional Practices 2.31 .17 2.34 .05
Business Practices 2.24 .28 2.36 .09
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Trainee Reactions

• Affective Reactions are important
• Positive Trickle-down effects
• Reactions using 7-pt. Likert (7 is high)
• Was training effective/useful?
• Day One M 5.94
• Case Discussion
• Problems Discussion
• Day Two M 5.74
• Role Play
• Viewpoint Activity

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Summary

• Sizeable effects for training
• Enhancement of Ethical Decision-Making
• Across all 4 Dimensions
• Increased usage of Strategies
• Aid in ethical decision-making
• Effects hold over time
• Across all 4 Dimensions
• Positive trainee reactions
• Effectiveness
• Utility

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Discussion

• Why did this training workand work well?
• Presentation of Ethical Issues
• Not Black and White
• Sensemaking Basis
• Rules and Guidelines
• Constructing Knowledge Frameworks
• Use of Case Knowledge
• Exercises
• Generation of Problems and Strategies
• Application of Strategies
• Ethical Decision-Making

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Implications

• General RCR training effectiveness
• Inconclusive evidence
• Sensemaking Approach
• Very effective
• Shift from training to rules
• Help people reason