Responsible Conduct Of Research Research Articles

Abstract 7454: Cognitive function in older breast cancer survivors after chemotherapy

Abstract Background: In the United States, over 60% of breast cancer survivors are 65 years and older; however, little is known about patient-reported symptoms and the effect that cancer treatments could have on survivors years after their primary treatment and diagnosis. This study evaluated perceived cognitive function in older breast cancer survivors and whether prior chemotherapy was associated with cognitive outcomes. Methods: Breast cancer patients aged 65 years and older, diagnosed 2012-2013, with local and regional stage disease, were identified through the linked Texas Cancer Registry-Medicare dataset (TCR). Survivors were mailed a survey to assess their cognitive function through the Functional Assessment of Cancer Therapy-Cognitive Function (FACT-Cog V3) instrument (section G of the survey). The survey also collected demographic and clinical data and was collected between April 2018 and October 2019. Utilizing the data from the self-administered questionnaires, TCR, and Medicare claims, the cognitive function and quality of life among elderly patients were evaluated to assess whether prior chemotherapy and/or endocrine therapy impacts long-term health. A linear regression model was used to examine the significance of receiving chemotherapy to FACT-Cog V3 primary score while controlling for respondent sociodemographic and clinical variables. Results: Of 4,448 eligible patients, 1,954 (43.9% response rate) responded to section G. Of these, 1,065 respondents completed all 4 sections, 37 questions. Eighty of those 1065 respondents self-reported disease recurrence which excluded them from the analyses in order to avoid biases, leaving a total of 985 cases for this study. Median time from diagnosis to survey completion was 68 months (IQR 62-73). Receipt of chemotherapy was associated with a slightly lower FACT-Cog score. In total, those with chemotherapy scored, on average, 105.6 (SD 21.2) while those without scored 107.1 (SD 22.3). The largest difference in mean scores is attributed to the Perceived Cognitive Impairment subsection (scored from 0-72) where those with chemotherapy scored, on average, 57.2 (SD 13.8) and those without scored 58.7 (SD 14.0). Responsible Conduct Of Research: We need to ensure that the privacy of our patients will be protected when using their information from the surveys. Conclusion: Adjuvant chemotherapy was associated with more self-reported cognitive impairment in older breast cancer survivors, even 5-6 years after diagnosis. However, the difference between patients who received chemotherapy versus those who did not was modest, suggesting limited clinical significance. Further research is needed to determine the long-term impact of cancer treatments, particularly in older cancer survivors. Citation Format: Rachel Kim, Kai-Ping Liao, Susan Peterson, Daria Zorzi, Liang Li, Mariana Chavez MacGregor, Sharon Giordano. Cognitive function in older breast cancer survivors after chemotherapy [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2024; Part 1 (Regular Abstracts); 2024 Apr 5-10; San Diego, CA. Philadelphia (PA): AACR; Cancer Res 2024;84(6_Suppl):Abstract nr 7454.

Rethinking the Responsible Conduct of Research (RCR) Course

Rethinking the Responsible Conduct of Research (RCR) Course

Exploring the dimensions of responsible research systems and cultures: a scoping review.

The responsible conduct of research is foundational to the production of valid and trustworthy research. Despite this, our grasp of what dimensions responsible conduct of research (RCR) might contain-and how it differs across disciplines (i.e. how it is conceptualized and operationalized)-is tenuous. Moreover, many initiatives related to developing and maintaining RCR are developed within disciplinary and institutional silos which naturally limits the benefits that RCR practice can have. To this end, we are working to develop a better understanding of how RCR is conceived and realized, both across disciplines and across institutions in Europe. The first step in doing this is to scope existing knowledge on the topic, of which this scoping review is a part. We searched several electronic databases for relevant published and grey literature. An initial sample of 715 articles was identified, with 75 articles included in the final sample for qualitative analysis. We find several dimensions of RCR that are underemphasized or are excluded from the well-established World Conferences on Research Integrity (WCRI) Singapore Statement on Research Integrity and explore facets of these dimensions that find special relevance in a range of research disciplines.

Empowering Supervisors Towards Responsible Research Conduct in Supervision via an Online Course: A Pilot Study

Supervision and mentoring are highly relevant aspects of research integrity. Codes of Conduct, such as the ALLEA code of conduct, stipulate the relevance of training researchers how to conduct research well and about the role supervision plays in preventing unacceptable research practices. The Dutch Code of Conduct, for example, explicitly states that universities are responsible for facilitating training about research integrity. We developed a course for supervisors to address their responsibility and role in training early career researchers in research integrity. This contribution describes what evidence base was used to design this course and how the course is experienced by supervisors who participated in its piloting in early 2022. A total of 147 subscribed to the course in the testing phase, and seventeen participants obtained a certificate. The main lessons from the experiences with this course and the literature are 1) to tailor supervisor courses to the small amounts of time that supervisors can schedule to take these courses and to adjust the content and assignments to their needs, 2) to make online courses very attractive, but that need to be combined with3) a face-to-face meeting to motivate them to finish the course in time and it might help to enable shared reflection by sharing personal experiences. 

Why and how to incorporate issues of race/ethnicity and gender in research integrity education

ABSTRACT With the increasing focus on issues of race/ethnicity and sex/gender 1 across the spectrum of human activity, it is past time to consider how instruction in research integrity should incorporate these topics. Until very recently, issues of race/ethnicity and sex/gender have not typically appeared on any conventional lists of research integrity or responsible conduct of research (RCR) topics in the United States or, likely, other countries as well. 2 However, I argue that not only can we incorporate these issues, we should do so to help accomplish some of the central goals of instruction in research integrity. I also offer some initial suggestions about where and how to incorporate them within familiar topics of instruction.

Evaluating empowerment towards responsible conduct of research in a small private online course

Teaching Responsible Conduct of Research (RCR) has gained recognition in recent years, with various organizations emphasizing the need to take responsibility in training their researchers in RCR. However, differing perspectives on RCR education result in a variety of practices, making it unclear what approach is most effective. As part of two European projects on research integrity education, we have developed an empowerment perspective on RCR education and incorporated this in an online course design. This paper presents the design and qualitative evaluation of a Small Private Online Course (SPOC) that aims to empower participants towards RCR. Results show the course enhanced individual aspects of empowerment, but it proved difficult to stimulate social aspects of empowerment in researchers day-to-day work.

Achieving a robust mentoring and research capacity program in a LMIC – the BRAINS faculty development model

BackgroundA research and training program (RTP) was carried out to build the capacity of faculty and improve the culture of research in the College of Medicine, University of Lagos (CMUL), Nigeria.MethodsRealist-guided mixed methods evaluation of the BRAINS project was carried out using secondary data generated during the 5-years (2015 – 2020) of project implementation. Capacity building workshops and mentored research activities targeted at faculty in the CMUL were conducted. Overall, 1,418 participants attended the workshops in batches. Among the participants, forty-five faculty received grants and were mentored by senior professionals (local & international) to conduct research. Data were extracted from all project-related documents including coursework biodata, workshop evaluation forms, quarterly project reports, and end- of-project reports, submitted by the mentees, minutes of meetings, and the proposal submitted for funding. It was in the form of continuous variables and prose (sentences & stories). Quantitative data were analysed with IBM SPSS statistics version 20. Mean knowledge score and mean difference was calculated, paired t-test was carried out using p < 0.05 to determine statistical significance. The prose was thematically analysed to generate themes and narratives. Both were subsequently combined for interpretation and used to refine the initial programme theory into an evidence-informed theory.ResultsTwelve courses were deployed, and 1,418 participants (47.8% males and 52.2% females) from medical, nursing, and allied medical departments were trained. Eighty participants were trained in Responsible Conduct of Research and eighty-one on Manuscript Writing over three years. A comparison of the pre/post-test knowledge scores showed a positive mean difference. Thematic analysis of workshop data produced three thematic domains representing effectiveness and gains namely: cognitive, reward, and behavioural. 45 trainees were awarded grants and mentored, and analysis of mentee’s data generated 4 themes: Achieving a robust mentoring program; Benefits of the mentoring program; Resilience in research; Improving the mentoring program.ConclusionBy contributing to the body of knowledge available on RTPs, this evaluation identified key components that contributed to the success of the project and developed a model for achieving a robust training and mentoring program which can be replicated in other LMICs.

Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm

Many university students have doubts about how or where to start writing their undergraduate thesis work; it is common not to be clear how to identify a research problem or even towards which topic their research is oriented, and there are doubts about how to process and systematize so much information available in the era of digitalization. This article presents learning strategies to formulate a research thesis for engineering undergraduate programs, with an emphasis on the use of information and communication technologies (ICTs) toward a University Education 4.0 paradigm. The main themes and issues discussed in this article, carried out through learning strategies for students based on the scientific method, are the following: (i) Recommendations for choosing a research topic, (ii) Guidelines for problem identification and question research, (iii) Suggestions for choosing a thesis advisor, (iv) Instructions for finding suitable sources of information, (v) Structure of the table of contents for writing the thesis manuscript, and (vi) Indications for preparing an oral defense of thesis research. This article highlights recommendations and precautions directed towards professors and students with the use of the chatbot-type artificial intelligence (AI) tool called ChatGPT for the formulation of the thesis under a responsible conduct approach in research. This article concludes that the application of tutoring/guidance strategies between professors and students requires an adequate ethical use of information and communication technologies (ICTs) during the development of a research thesis to generate a comprehensive educational environment that encourages research and develops a sustainable learning process in the context of the University Education 4.0 paradigm.

How Do Scientists Perceive the Relationship Between Ethics and Science? A Pilot Study of Scientists’ Appeals to Values

Efforts to promote responsible conduct of research (RCR) should take into consideration how scientists already conceptualize the relationship between ethics and science. In this study, we investigated how scientists relate ethics and science by analyzing the values expressed in interviews with fifteen science faculty members at a large midwestern university. We identified the values the scientists appealed to when discussing research ethics, how explicitly they related their values to ethics, and the relationships between the values they appealed to. We found that the scientists in our study appealed to epistemic and ethical values with about the same frequency, and much more often than any other type of value. We also found that they explicitly associated epistemic values with ethical values. Participants were more likely to describe epistemic and ethical values as supporting each other, rather than trading off with each other. This suggests that many scientists already have a sophisticated understanding of the relationship between ethics and science, which may be an important resource for RCR training interventions.

The Contribution of Moral Case Deliberation to Teaching RCR to PhD Students

Teaching responsible conduct of research (RCR) to PhD students is crucial for fostering responsible research practice. In this paper, we show how the use of Moral Case Deliberation—a case reflection method used in the Amsterdam UMC RCR PhD course—is particularity valuable to address three goals of RCR education: (1) making students aware of, and internalize, RCR principles and values, (2) supporting reflection on good conduct in personal daily practice, and (3) developing students’ dialogical attitude and skills so that they can deliberate on RCR issues when they arise. What makes this method relevant for RCR education is the focus on values and personal motivations, the structured reflection on real experiences and dilemmas and the cultivation of participants’ dialogical skills. During these structured conversations, students reflect on the personal motives that drive them to adhere to the principles of good science, thereby building connections between those principles and their personal values and motives. Moreover, by exploring personal questions and dilemmas related to RCR, they learn how to address these with colleagues and supervisors. The reflection on personal experiences with RCR issues and questions combined with the study of relevant normative frameworks, support students to act responsibly and to pursue RCR in their day-to-day research practice in spite of difficulties and external constraints.

On Being a Scientist: A Guide to Responsible Conduct in Research: Third Edition.

Kathleen Ahern Gould, PhD, RN, Editor-in-Chief, Dimensions of Critical Care Nursing. Kathleen Ahern Gould, PhD, RN, https://orcid.org/0000-0002-2874-0794 The author has disclosed that he/she has no significant relationships with, or financial interest in any commercial companies pertaining to this article. Address correspondence and reprint requests to: Kathleen Ahern Gould, PhD, RN, Dimensions of Critical Care Nursing, 247 Washington St, Duxbury, MA 02332 ([email protected]).

Examining the Dissertation in Practice Relative to RCR Responsible Conduct of Research

This essay focuses on the components and uses of the Dissertation in Practice (DiP) relative to the Carnegie Project on the Education Doctorate (CPED) and the alignment of the DiP description and process to the U. S. Office of Research Integrity Responsible Conduct of Research (RCR) conditions and requirements. The essay provides a cursory view of the multiple uses of applied research, a common framing of the DiP, and the essay examines the purpose and components of the DiP relative to the specific RCR criteria and specifications. Information provided explores the alignment of the DiP to RCR through discussions of the commonalities and diverse characteristics of the DiP and RCR to discern if these two important considerations regarding the framing of the Education Doctorate are a mismatch or an alignment. The potential for aligning the DiP with RCR may contribute substantially to propelling the DiP to the highest standard for inclusion within the listing of scholarly research.

Responsible conduct of research: Preparedness for times of crisis

A live, virtual conference, "Driving Responsible Conduct of Research during a Pandemic," was held in April 2021, 13 months after the COVID-19 pandemic fundamentally altered the conduct of clinical research across the USA. New York was an early epicenter of the US pandemic, highlighting preexisting problems in clinical research and allowing us to assess lessons learned and to identify best practices for the future. Risks and opportunities were categorized broadly into three areas, protecting the welfare and safety of human subjects, ensuring trust in science and medicine, and implementing efficient, ethical, and compliant clinical research. Analysis of conference proceedings, and recent publications, shows a need for preparedness that is more effective, robust partnerships, and organizational systems and standards to strengthen the ethical and responsible conduct of research.

Why Do I Need a Lab Notebook? Teaching Responsible Conduct of Research with CURE Lab Notebooks

Why Do I Need a Lab Notebook? Teaching Responsible Conduct of Research with CURE Lab Notebooks

Graduate student perceptions of preparedness for responsible conduct of research: a mixed methods study

ABSTRACT This study aims to explore the factors contributing to the perceived preparedness of graduate students for responsible conduct of research (RCR). A convergent mixed design was used, and both interview and quantitative data were collected, analyzed, and integrated to understand the role of individual and institutional factors in the perceived RCR preparedness of graduate students. Both interview and quantitative data converge on the role of mentor instruction and institutional policies in developing RCR preparedness. The findings also suggested that greater exposure of students to ethical norms and practices is critical in nurturing RCR.

Perception and reaction of Nanyang Technological University (NTU) researchers to different forms of research integrity education modality

BackgroundResearch and academic institutions use various delivery channels to deliver Research Integrity (RI) education in their communities. Yet there is no consensus on the best delivery method and the effectiveness of these channels in inculcating a positive RI culture varies across institutions. Hence, this study aimed to understand the preferences of the research community in Nanyang Technological University (NTU), Singapore.MethodsAn online survey was conducted on NTU research community to understand their experience with, and preference for each RI education mode offered in NTU. The RI education modes surveyed in the general ranking question are Data Management Plan (DMP) workshops, Epigeum e-Learning, Compass e-newsletter (email), and NTU policy on Research Integrity and Responsible Conduct of Research. There were 242 responses, comprising 50% research students, 32.2% research staff and 17.8% faculty members. Non-parametric statistical techniques were used to analyse preferences across different RI education modes and within sub-groups (i.e., fields, age, native language, roles in research community).ResultsMore than 92% of respondents subscribed to the importance of RI education, but with different preferences for education modes. With respect to RI education in NTU, Compass e-newsletters were ranked the lowest (p < 0.05). Most felt that they were too wordy and unengaging, making it difficult to absorb information. Similarly, Epigeum e-Learning (p < 0.05) and ‘policy’ (p < 0.05) were found to be too lengthy in presentation. The compulsory NTU RI education modes (Epigeum e-learning and ‘policy’) enjoyed higher participation rates of 70–80% compared with 32–37% for the self-regulated modes (DMP workshop and e-newsletter). This suggests that regulatory mechanisms are still necessary to promote participation in RI education, and thus, core RI education content should be made compulsory in research/academic institutions. Although Epigeum is a compulsory course, some may not have participated in the programme due to technical issues or they might have forgotten to participate in the programme within the permissible timeframe. For all four RI education modes in NTU, the lack of awareness was among the top cited reasons for not participating.ConclusionsMost NTU researchers perceived RI education positively although they may have reservations for some approaches. Conversely, e-Learning is favored over all the other modes except for the mode of Policy. Findings from this study are useful for improving the design of RI education strategies to be more appealing to the research community by enhancing user experience in terms of user-friendliness, relevance to specialisation, providing concise information and better presentation of materials For institutions with similar modes of RI education as NTU, these results may be relevant in improving participation rates and presentation of RI education modes, such as the use of infographics and more concise information.

The effectiveness of Online Training Program based on Academic Integrity to Enhance Scientific Writing skills of Medical Scholars

This research aimed at examining the impact of applying an “Academic Integrity and Scientific Writing” online training program on bio/medical scholars’ attitudes, knowledge, and performance toward academic integrity, and scientific writing skills at Mansoura University. Furthermore, the study investigated the relationship between academic integrity, and scientific writing skills before starting the administration of the program and at the end of administrating it. A quasi-experimental pretest-posttest was used. At the start and completion of the ten-week program, participants' self-report attitudes surveys and program tests were examined. At the end of the program, participants were asked to complete a self-evaluation rubric after producing their initial manuscript draft. Descriptive statistics and t-tests showed attitudes, knowledge, and performance of academic integrity, and scientific writing increased significantly. In addition, Pearson’s correlation rate analysis proved the connection between academic integrity and scientific writing. Moreover, the effect size of the online program was found to be high. Therefore, this research recommended using academic integrity online program with the integration of scientific writing learning skills to avoid academic misconduct and raise the responsible conduct of research (RCR).

Perceptions of Research Integrity Climate in Hungarian Universities: Results from A Survey among Academic Researchers

Research integrity climate is an important factor that influences an individual’s behavior. A strong research integrity culture can lead to better research practices and responsible conduct of research (RCR). Therefore, investigations on organizational climate can be a valuable tool to identify the strengths and weaknesses of each group and develop targeted initiatives. This study aims to assess the perceptions on integrity climate in three universities in Hungary. A cross-sectional study was conducted with PhD students, postdocs, and professors from three Hungarian universities. The survey included demographic questions, such as gender, age, scientific field, academic rank, and the Survey of Organizational Research Climate (SOURCE). A total of 432 participants completed the survey. Our results show that postdocs and assistant professors perceived integrity climate more negatively than PhD students and full professors in every survey scale. Contrarily, PhD students perceive more positively than the other groups. Disciplinary differences show that researchers in the Biomedical sciences perceive regulatory bodies to be fairer when evaluating their projects than those in the Natural sciences. Natural sciences also perceive more negatively how the department values integrity when compared to Humanities. Humanities perceive more positively Advisor/Advisee Relations than Biomedical Sciences. Our results suggest that institutions should pay more attention to early career researchers, especially insecure and temporary positions like postdocs and assistant professors. They should provide RCR resources, socialize them in RCR, and set more reasonable expectations. Moreover, department leaders should develop initiatives to foster better integrity climates.

The development of a four-tier test to evaluate training in responsible conduct of research

Although higher education institutions across Europe and beyond are paying more and more attention to research integrity (RI) and responsible conduct of research (RCR) training, there are few studies and little evidence on what works and what does not work in these training sessions. One way to overcome this challenge is to evaluate such training with standardised instruments. Experts and trainers have used qualitative approaches to evaluate their training's successes, but it is difficult to compare their results with others. Sometimes they conduct standardised tests drawn from ethics education or other related fields, but these tests do not assess core themes of research integrity as outlined in the European Code of Conduct for Research Integrity (ECoC, 2017). At present, there is a lack of available standardised instruments designed to specifically evaluate success in this training. This article presents a pre-validated instrument for this purpose. The P2I questionnaire is a four-tier test based on the European Code of Conduct for Research Integrity. In it, testees choose a practice in line with research integrity to address an issue, justify their choice, and describe how confident they are with their answers. The development of the P2I questionnaire is outlined in three steps. First we describe the status quo and gaps in evaluating training success, then we illustrate how we designed the P2I questionnaire using practices and justifications in line (and not in line) with research integrity.  In the third step, this P2I questionnaire is pre-validated and revised. This questionnaire is a first attempt to engage in a discourse on standardised research integrity instruments and is one step towards an evidence-based improvement of training sessions.

How Do Chemistry Faculty and Graduate Students Engage in Decision Making on Issues Related to Ethical and Responsible Conduct of Research Including Authorship?

In the United States National Science Foundation and the National Institutes of Health have mandated training STEM doctoral students in the ethical and responsible conduct of research to improve doctoral students' ethical decision-making skills; however, little is known about the process and factors that STEM faculty and graduate students use in their decision-making. This exploratory case study examined how four triads of chemistry faculty and their doctoral students recruited from three research universities in the eastern United States engaged in ethical decision-making on issues of authorship, assignment of credit, and plagiarism. A mixed-methods approach involving the administration of an online survey consisting of three open-ended case studies followed by a think-aloud interview was utilized. Participants were found to use analogical reasoning and base their decision-making on a common core set of considerations including fundamental principles, social contracts, consequences, and discussion with an advisor, often using prior personal experiences as sources. Co-authorship did not appear to impact the doctoral students' ethical decision-making. Gender may play a role in graduate students' decision-making; female doctoral students appeared to be less likely to consider prior experiences when evaluating the vignettes. Graduate students' lack of knowledge of the core issues in the responsible conduct of research, coupled with their lack of research experience, and inability to identify the core considerations may lead them to make bad judgments in specific situations. Our findings help explain the minimal impact that the current responsible conduct of research training methods has had on graduate students' ethical decision-making and should lead to the development of more effective approaches.