scholarly journals Dialogical teaching of research integrity: an overview of selected methods

FACETS ◽  
2021 ◽  
Vol 6 ◽  
pp. 2138-2154
Author(s):  
Agnieszka Koterwas ◽  
Agnieszka Dwojak-Matras ◽  
Katarzyna Kalinowska
Keyword(s):  
Flipped Classroom ◽  
Scientific Practice ◽  
Research Integrity ◽  
Role Playing ◽  
Ethical Behaviour ◽  
Ethical Research ◽  
Horizon 2020 ◽  
European Project ◽  
Good Scientific Practice ◽  
Theoretical Considerations

This communication discusses the dialogical methods of teaching research integrity and ethics as a part of the positive integrity trend focused on supporting ethical behaviour. The aim of this paper is to offer a brief overview of the selected dialogical strategies based on cases that can be successfully implemented in teaching ethical research and when sharing experiences on good scientific practice. We describe such methods as: storytelling, rotatory role playing, and the fishbowl debate, along with the “Dilemma Game” tool, “ConscienceApp” performance, and a flipped classroom idea. These theoretical considerations are based on research conducted as part of a European project under the Horizon 2020 programme.

scholarly journals Innovative methods in teaching public health ethics. The need to adapt to the new times: from challenge to opportunity

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Buron Pust ◽  
A Segura
Keyword(s):  
Public Health ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Role Playing ◽  
Public Health Ethics ◽  
Master Of Public Health ◽  
Health Ethics ◽  
Parliamentary Debate ◽  
Massive Online Open Courses ◽  
Open Courses

Abstract Background Public Health Ethics (PHE) has been taught first as optional and later as a mandatory subject in the Master of Public Health in Barcelona for about 6 years. During these years, professors have adapted the methodology to make it more attractive and to maximize students' participation and time spent debating and practicing moral reasoning. Objectives To showcase 3 different teaching strategies or methods, presenting for each of them: resources required, outcomes so far in terms of satisfaction and exam performance, as well as the pros and cons from the teacher's perspective. Results Flipped-classroom strategy: theoretical content is delivered outside the classroom, and the practice into the classroom. Works well but needs incentives for compliance in reading. Versatile debating Methods: from parliamentary debate, to role-playing, online debate, etc. Depending on the Case-study, some work better than others; in the online they practice written deliberation skills, but it is important to set rules. MOOC: Massive Online Open Courses in PHE. Can be used as independent teaching material, it is a great tool to introduce PHE into other PH areas and non-teaching environments. Conclusions So far, these methods have proven to increase students' motivation and engagement in Public Health Ethics. Key messages Practising reflection and debating skills is an essential part of PHE. Modern teaching strategies, more interactive and online-based, can help maximising the time spent in these activities. Although challenging and time-consuming at first, these methods also increase students' interest in PHE.

scholarly journals Quality Assessment for the Sustainable Provision of Software Components and Digital Research Infrastructures for the Arts and Humanities

2017 ◽  
Vol 41 (2) ◽  
Author(s):  
Stefan Buddenbohm ◽  
Markus Matoni ◽  
Stefan Schmunk ◽  
Carsten Thiel
Keyword(s):  
Quality Assessment ◽  
Digital Humanities ◽  
Scientific Practice ◽  
Software Components ◽  
Good Scientific Practice ◽  
Arts And Humanities ◽  
Research Publications ◽  
The Arts ◽  
Research Infrastructures ◽  
Digital Research

AbstractInfrastructure for facilitating access to and reuse of research publications and data is well established nowadays. However, such is not the case for software. In spite of documentation and reusability of software being recognised as good scientific practice, and a growing demand for them, the infrastructure and services necessary for software are still in their infancy. This paper explores how quality assessment may be utilised for evaluating the infrastructure for software, and to ascertain the effort required to archive software and make it available for future use. The paper focuses specifically on digital humanities and related ESFRI projects.

scholarly journals Path2Integrity Learning Cards: First Year Experiences of an Educational Programme to Foster Research Integrity

Edukacja ◽  
2021 ◽  
Vol 2020 (1) ◽  
pp. 54-66
Author(s):  
Julia Priess-Buchheit ◽  
Keyword(s):  
Research Integrity ◽  
Role Playing ◽  
Educational Programme ◽  
First Year ◽  
Research Practices ◽  
Citizen Education ◽  
Research Results ◽  
Research Education ◽  
Dialogical Approach ◽  
Responsible Research

This article outlines the experience gained in the first twelve (12) months of the Path2Integrity (P2I) learning programme, an initiative designed to promote reliable research results and responsible research practices with all students, not only those destined to be researchers. Path2Integrity learning cards are student-centred instructions with a dialogical approach, using role-playing and storytelling aimed at fostering a culture of research integrity. This report shows that feedback gathered in this first year of the P2I programme supported the following three actions. First, the feedback informed distinctions between the different contexts of research education and citizen education. Second, a handbook was prepared to accompany the learning cards. And finally, students will be asked in the future to reflect on the competencies each learning card features. A review of the feedback and actions will be followed by an overview of the implications for the programme itself and for research integrity education in general.

The 3Rs and Good Scientific Practice

2017 ◽  
pp. 41-67
Author(s):  
Helena Rocklinsberg ◽  
Mickey Gjerris ◽  
Anna Olsson
Keyword(s):  
Scientific Practice ◽  
Good Scientific Practice

Exploring unexplained variation

2012 ◽  
Vol 23 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Michael E. Doherty ◽  
Kenneth M. Shemberg ◽  
Richard B. Anderson ◽  
Ryan D. Tweney
Keyword(s):  
Individual Differences ◽  
Scientific Practice ◽  
Scientific Integrity ◽  
Scientific Psychology ◽  
Research Results ◽  
Compelling Argument ◽  
Good Scientific Practice ◽  
Many Sources ◽  
Richard Feynman ◽  
Unexplained Variation

In a 1974 commencement address, Richard Feynman described scientific integrity as a kind of utter honesty, a kind of leaning over backwards to tell the whole truth. We argue that investigators could tell more of the truth and increase the value of their papers by highlighting and discussing unexplained variation, a major source of which is individual differences. An argument that unexplained individual differences must have many sources is presented, and means of representing that variation are illustrated. We believe that such a change in reporting of research results is likely to advance the progress of scientific psychology, but perhaps the most compelling argument for what we propose is simply that telling the whole story as fully as possible is good scientific practice. The Appendix provides two examples of what we are urging, taken from recent psychological literature.

Good Scientific Practice: Developing a Curriculum for Medical Students in Germany

2019 ◽  
Vol 26 (1) ◽  
pp. 127-139 ◽  
Author(s):  
Katharina Fuerholzer ◽  
Maximilian Schochow ◽  
Florian Steger
Keyword(s):  
Medical Students ◽  
Scientific Practice ◽  
Good Scientific Practice
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