The Embassy of Good Science - User contributions [en]

Theme:2f1668e3-c46b-44b0-bf6a-fc4698b671ca

2021-10-15T14:11:37Z

0000-0002-9460-0896: Created page with "{{Theme |Theme Type=Misconduct & Misbehaviors |Has Parent Theme=Theme:6d71bd59-c3bc-4cd5-9c9f-1ab4e53fc320 |Title=Conflict of interest: a research integrity and research ethic..."

{{Theme
|Theme Type=Misconduct & Misbehaviors
|Has Parent Theme=Theme:6d71bd59-c3bc-4cd5-9c9f-1ab4e53fc320
|Title=Conflict of interest: a research integrity and research ethics perspective
|Is About=In the context of research, “a conflict of interest (COI) is a set of circumstances or conditions in which professional judgement of a primary interest, such as the integrity and quality of the research, tends to be unduly influenced by a secondary interest, such as personal financial gain”.[1] Consequently, COIs can incline researchers towards bias in favor of their secondary interest and thus undermine the reliability of research results. COIs as such are not breaches of research integrity or research ethics, but researchers having a COI are, all else equal, more likely to act inappropriately or unethically because they have unusually strong incentives to depart from good scientific practice. Thus, COIs require specific safeguards to ensure principles of research integrity and research ethics are followed.

This theme page describes in more detail what COIs are and why they can have detrimental effects on the reliability of research. It also provides an overview of different types of COIs and outlines how adequate safeguards can help avoiding and managing COIs.
|Important Because=COI is a core concept in research integrity. It can even be argued that most research integrity issues are in some way related to underlying COIs, especially if integrity is understood to refer to doing what is right even if confronted by countervailing incentives.[2] Authorship conflicts, for example, often occur because researchers have a strong secondary interest to be listed as authors on as many papers as possible to advance their career, even if they have not contributed to a paper (or if their contribution does not constitute authorship). Usually, discussions on COIs in the research integrity literature focus on the narrower aspect of how COIs can bias research results and thus decrease the reliability of research results, however. In line with most of the relevant literature, this theme page adopts a narrow perspective on COIs.

In addition to their potential effects on research integrity, COIs have an important research ethics dimension as well, especially in biomedical research.[3] An example is the specific role of medical doctors in clinical research: According to the International Code of Medical Ethics, they are obliged to “be dedicated to providing competent medical service in full professional and moral independence, with compassion and respect for human dignity”.[4] However, if they act as researchers in clinical research, they are confronted with two potentially conflicting interests: a duty to care (primary duty) and the responsibility to generate new knowledge (which in this case is a secondary interest that can under certain circumstances conflict with the duty to care).[5]

Therefore, it is crucial to understand what COIs are, how they affect research integrity and research ethics, and what the research community as well as individual researchers can do to minimize their potential detrimental effects.
|Important For=Researchers; Research Ethics Committees; Research Integrity Officers; Journal editors; Journal publishers; Peer reviewers; Research funding organisations
|Has Best Practice=The [[Resource:C386dbba-2f69-4257-89c2-903898cf1f12|ENERI Classroom]] as well as the ENERI [[Resource:F47b9bc7-c5a5-4b92-918b-438101bd9434|Research Ethics and Research Integrity Manual]] describe in more detail what COIs are and how they can be avoided and managed responsibly.

[[Theme:1fc5c5b6-6c30-4400-a79b-8838b5a041cc|Path2Integrity]] has developed a [[Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1|learning card]] (instruction for a learning unit) on COIs (card Y7).

The Research Ethics Program of the University of California, San Diego has developed an [http://research-ethics.org/topics/conflicts-of-interest/#summary educational resource on COIs].

The Office of Research Integrity (ORI) has collected [https://ori.hhs.gov/conflicts-interest-and-commitment resources on COIs and commitment].

The Committee on Publication Ethics (COPE) has developed [https://publicationethics.org/competinginterests guidelines] for addressing COIs in the realm of publication ethics.

The International Committee of Medical Journal Editors (ICMJE) has [http://www.icmje.org/disclosure-of-interest/ disclosure of interest form].
|Has Detail=While all COIs are related to contradictory primary and secondary interests, they can be traced to different causes and result in different types of detrimental research practices. Moreover, safeguards to address COIs vary depending on whether they are avoidable and how they can be mitigated. It is important to emphasize that while COIs can lead to intentional breaches of research integrity and research ethics, conflicting interests are more likely to result in unintentional bias.

In general, it is common to distinguish between financial and non-financial COIs. Financial COIs occur if researchers receive direct payments from the sponsor of a study, hold stocks in the sponsoring company, receive financial benefits from the sponsor for services, or have any other financial relationship with the producer of the product investigated in a study.[6] Due to the resulting incentive structure, financial COIs increase the likelihood of bias towards results favorable to the company directly or indirectly paying the researchers.

Non-financial COIs, by contrast, are unrelated to financial remuneration and tend to be more difficult to identify. At least three types of non-financial COIs can be differentiated: personal COIs, intellectual COIs, and medical COIs.[7]

Personal COIs are usually attributable to positive or negative personal relationships, even though conflicts of conscience (that is, conflicts between the personal values of researchers and the demands placed on them by their institution) also fall into this category. Biased peer-review is a well-known example of the detrimental effects of personal relationships because the peer review system is based on the premise of reviewer neutrality. Reviewers who have recently collaborated with the author(s) of a paper or grant application or who work in the same department might have a more favorable view on the paper or application under review than reviewers without such personal associations. Even if reviews are based on a blinded system, reviewers might know or be able to guess who the authors are, especially in highly specialized and rather small fields of research or when researchers can suggest reviewers. Negative personal relationships, by contrast, can have the opposite effect.[8]

Intellectual COIs occur when researchers become so convinced of the truth of a particular finding or paradigm that they become biased against alternative explanations and dismissive of contradictory findings, regardless of the quality of the evidence.[9]

Medical COIs refer to situations where the personal medical experiences of researchers could bias their research in that area. For example, a researcher who has suffered from a particular disease, could be inclined to view this disease in a way colored by personal experiences.[10] This may have methodologically unjustifiable effects on research design or, in the same way as intellectual COIs, lead to biased interpretations of results.

COIs are addressed by three types of safeguards: disclosure, management and prohibition. They can be disclosed to the research institution, research ethics committees or institutional review boards, journal editors and readers, and research participants. Management refers to erecting procedures that mitigate the risk of COIs, for example by replacing researchers with a COI with researchers without a COI for certain parts of a research project. Prohibition refers to prohibiting certain types of research if a COI exists. Employees of pharmaceutical companies cannot lead clinical drug trials of drugs produced by their company, for example.[11]

According to current regulations, financial COIs must be declared so that readers are made aware of conflicting interests and can scrutinize papers accordingly. Non-financial COIs are regulated less stringently and perhaps also less amenable to formal regulation. Overall, it is strongly recommended to avoid personal COIs by refraining from suggesting reviewers who might be biased as well as by refraining from accepting to review manuscripts or grant applications one cannot assess neutrally. Intellectual COIs can perhaps best be managed by regular self-reflection and regular participation in reflection-based research integrity trainings, such as, for example, the VIRT2UE training or the PRINTEGER Upright program. Medical COIs could potentially be declared, yet this is not usually done and would be challenging both legally and ethically because it would require the disclosure of sensitive personal information.

Overall, COIs can take many forms and be mitigated through different types of safeguards. As such, COIs are not breaches of research integrity or research ethics, yet they increase the likelihood of violations of good scientific practice. Therefore, the research community has adopted mitigatory measures to manage COIs that might require further refinement in the future.

'''References'''

[1] Emanuel E.J., & Thompson D.F. (2008). The concept of conflict of interest. In: Emanual, E.J., Grady, C., Crouch, R.A, Lie, R.K., Miller, F.G., & Wendler, D.D. ''The Oxford Textbook of Clinical Research Ethics''. Oxford: Oxford University Press, 758-766.

[2] https://eneri.mobali.com/content/conflict-interest, Key issues

[3] Ibid.

[4] WMA International Code of Medical Ethics, 2006. https://www.wma.net/policies-post/wma-international-code-of-medical-ethics/

[5] https://eneri.mobali.com/content/conflict-interest, Learning objectives and introduction

[6] Ibid.

[7] https://eneri.mobali.com/content/conflict-interest, Key issues

[8] Ibid.

[9] Ibid.

[10] Ibid.

[11] Ibid.
}}
{{Related To
|Related To Theme=Theme:6d71bd59-c3bc-4cd5-9c9f-1ab4e53fc320;Theme:A6b06cb6-13ec-4d48-9f1e-efc84449f501;Theme:077cf9e7-62ff-4379-ab35-bed2a1821c15;Theme:1489381f-3809-4436-87f3-c936223b8077;Theme:D85c805e-7c71-4871-8667-ced410be5d02
}}
{{Tags
|Involves=COPE; ICMJE; ENERI
|Has Virtue And Value=Objectivity; Neutrality; Impartiality; Transparency; Integrity
|Has Good Practice And Misconduct=Conflict of interest
}}

Resource:31c71a72-eaef-4287-8df6-9788d07302fb

2021-10-13T11:29:21Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=ENERI Decision Tree
|Is About=The ENERI Decision Tree is an online tool intended to help researchers, members of research ethics committees (RECs) and research integrity officers to anticipate, reflect and address ethical questions and challenges that might arise before, during or after a research project. Thus, the ENERI Decision Tree aims to facilitate responsible conduct of research throughout all phases of the research process. Moreover, it seeks to support the work of RECs and research integrity offices (RIOs) by providing guidance on how to respond to research ethics and research integrity challenges.
|Important Because=New and emerging technologies as well as the globalization of research and the rise of multi-center studies, to name just a few, have brought numerous challenges in terms of research ethics and research integrity. Based to a large extent on the [[Resource:F47b9bc7-c5a5-4b92-918b-438101bd9434|ENERI Research Ethics and Research Integrity Manual]], the Decision Tree guides researchers as well as members of RECs and RIOs through several of these challenges and provides them with tools to conduct research ethically and with integrity. More specifically, the Decision Tree includes summaries of and links to laws, guidelines, codes and other pertinent references. In this way, it covers the international, European and national levels, all of which researchers, RECs and RIOs usually need to consider.

The ENERI Decision Tree is based on three premises:

1) Good researchers should reflect on and respond to ethical issues and challenges before, during and after conducting their research.

2) RECs should help researchers in doing good research.

3) RIOs should assist researchers in monitoring their research.

The information in the Decision Tree is structured around the following topics:

'''Responsibility in research'''

*Research as a social practice
*The legal framework of research

'''Planning of the research'''

*Cross-national and international multi central research
*Responsibility in authorship
*Research with human participants: general provisions
*Research with animals
*Research in biotechnology
*Research in engineering, AI and robotics
*Research in biotechnology for agricultural and food purposes (outside of the biomedical sector)
*Research on human remains
*Study design and objectives, avoiding bias
*The role of funders
*Research with personal data

'''The actual research process'''

*Research with humans in biomedical research
*Research with human tissues/cells
*Research with embryonic stem cells, embryos, fetal tissues
*Research with samples and data taken from human biobanks
*Research with human participants in psychology
*Research with human participants - qualitative research
*Research with human beings in implementing technology/devices
*Research on the environment
*Minimal disturbance to the integrity of nature
*Monitoring animal welfare
*Making uncertainties and value assumptions explicit
*Dealing adequately with big data and complexity

'''Quality assurance and dissemination'''

*Sharing results in the scientific community, with the public and with stakeholders
*Mechanisms for quality assurance
*Were the methods and tools adequate for the claimed result? ''(under development)''
*Publication as public knowledge ''(under development)''
*Open science or restricted access ''(under development)''
*Stakeholder consultations ''(under development)''

'''Applications and monitoring'''

*Dual use and misuse
*Evaluation of success and failure ''(under development)''
*Consultation with beneficiaries and stakeholders ''(under development)''
*Assess necessity of retractions ''(under development)''
*Re-start the research afresh ''(under development)''

Each topic is a self-contained unit so that users can easily find tailored information to specific questions without having to read the whole Decision Tree. Like the ENERI Manual on Research Ethics and Research Integrity, the Decision Tree is a living document and will thus be updated periodically to account for new developments in research ethics and research integrity processes and policies.
|Important For=All stakeholders in research; Research Integrity Officers; Research integrity trainers; research integrity researchers; Ethics committee members; Research Ethics Committees; Researchers
|Has Best Practice=The ENERI Decision Tree summarizes and links to many important laws, regulations, codes and other documents that can help researchers to work ethically and with integrity and that can support RECs and RIOs in performing their roles adequately and fulfilling their responsibilities. More detailed information on all topics covered in the Decision Tree is available in the ENERI Manual on Research Ethics and Research Integrity. Besides, the [[Resource:C386dbba-2f69-4257-89c2-903898cf1f12|ENERI Classroom]] as well as the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE Training Guide]] provide access to educational materials on research ethics and research integrity that help fostering skills conducive to ethical reflection.

Furthermore, the [https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases cases] in the resources section of the Embassy as well as the educational scenarios developed by EnTIRE that are available in the [https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Education educational resources] section can be used for further reflections and deliberations on specific research ethics and research integrity problems.
}}
{{Link
|Has Link=https://eneri.eu/decision-tree/
}}
{{Related To
|Related To Resource=Resource:C386dbba-2f69-4257-89c2-903898cf1f12;Resource:777888d6-6152-44ce-bd15-646bb279e521;Resource:F6100097-fddb-4c77-9098-1bc767c34a6a;Resource:1d26fd13-1ced-44bc-8d19-e094b37f8f70;Resource:45a04c31-5a75-4816-8484-2dd9b71d1674;Resource:Aef6b98d-9cc5-4db0-bffd-4a3daa99a3f3;Resource:C99f17ec-3d1e-4f7a-bfc7-3e3607934ead;Resource:7f7810d8-74a2-42ac-906c-7f6a73fcd183;Resource:E99e20d0-8116-4d77-84ec-7df396703bf4;Resource:67caae86-68db-49ea-8305-2010fe701aa6
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|Related To Instruction=Instruction:A440eed0-f9f4-4415-a2c4-2d6ff9f44b80;Instruction:6b129846-c455-4849-9eaf-0d25f3c5600e;Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c;Instruction:C0cf8cfb-6090-49e3-94f5-20f530f83ffd;Instruction:6cc77174-4f7b-48a6-95f3-eeb4dadcb0a3;Instruction:Ffff98bc-b81b-43ee-8fef-a264c1e25741;Instruction:379346fc-d254-467f-99be-41b1cea1c817
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|Involves=ENERI; EUREC; ENRIO; ALLEA; VIRT2UE; EnTIRE
}}

Resource:31c71a72-eaef-4287-8df6-9788d07302fb

2021-10-12T15:02:15Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=ENERI Decision Tree
|Is About=The ENERI Decision Tree is an online tool intended to help researchers, members of research ethics committees (RECs) and research integrity officers to anticipate, reflect and address ethical questions and challenges that might arise before, during or after a research project. Thus, the ENERI Decision Tree aims to facilitate responsible conduct of research throughout all phases of the research process. Moreover, it seeks to support the work of RECs and research integrity offices (RIOs) by providing guidance on how to respond to research ethics and research integrity challenges.
|Important Because=New and emerging technologies as well as the globalization of research and the rise of multi-center studies, to name just a few, have given rise to important research ethics and research integrity challenges. Based to a large extent on the [[Resource:F47b9bc7-c5a5-4b92-918b-438101bd9434|ENERI Research Ethics and Research Integrity Manual]], the Decision Tree guides researchers as well as members of RECs and RIOs through several of these challenges and provides them with tools to conduct research ethically and with integrity. More specifically, the Decision Tree includes summaries of and links to laws, guidelines, codes and other pertinent references. In this way, it covers the international, the European and the national level, all of which researchers, RECs and RIOs usually need to consider.

The ENERI Decision Tree is based on three premises:

1) Good researchers should reflect on ethical issues and challenges before, during and after conducting their research

2) RECs should help researchers in doing good research

3) RIOs should assist researchers to monitor their research

The information in the Decision Tree is structured around the following topics:

'''Responsibility in research'''

*Research as a social practice
*The legal framework of research

'''Planning of the research'''

*Cross-national and international multi central research
*Responsibility in authorship
*Research with human participants: general provisions
*Research with animals
*Research in biotechnology
*Research in engineering, AI and robotics
*Research in biotechnology for agricultural and food purposes (outside of the biomedical sector)
*Research on human remains
*Study design and objectives, avoiding bias
*The role of funders
*Research with personal data

'''The actual research process'''

*Research with humans in biomedical research
*Research with human tissues/cells
*Research with embryonic stem cells, embryos, fetal tissues
*Research with samples and data taken from human biobanks
*Research with human participants in psychology
*Research with human participants - qualitative research
*Research with human beings in implementing technology/devices
*Research on the environment
*Minimal disturbance to the integrity of nature
*Monitoring animal welfare
*Making uncertainties and value assumptions explicit
*Dealing adequately with big data and complexity

'''Quality assurance and dissemination'''

*Sharing results in the scientific community, with the public and with stakeholders
*Mechanisms for quality assurance
*Were the methods and tools adequate for the claimed result? ''(under development)''
*Publication as public knowledge ''(under development)''
*Open science or restricted access ''(under development)''
*Stakeholder consultations ''(under development)''

'''Applications and monitoring'''

*Dual use and misuse
*Evaluation of success and failure ''(under development)''
*Consultation with beneficiaries and stakeholders ''(under development)''
*Assess necessity of retractions ''(under development)''
*Re-start the research afresh ''(under development)''

Each topic is a self-contained unit so that users can easily find tailored information to specific questions without having to read the whole Decision Tree. Like the ENERI Manual on Research Ethics and Research Integrity, the Decision Tree is a living document and will thus be updated periodically to account for new developments in research ethics and research integrity processes and policies..
|Important For=All stakeholders in research; Research Integrity Officers; Research integrity trainers; research integrity researchers; Ethics committee members; Research Ethics Committees; Researchers
|Has Best Practice=The ENERI Decision Tree summarizes and links to many important laws, regulations, codes and other documents that can help researchers to work ethically and with integrity and that can support RECs and RIOs in performing their roles adequately and fulfilling their responsibilities. More detailed information on all topics covered in the Decision Tree is available in the ENERI Manual and Research Ethics and Research Integrity. Besides, the [[Resource:C386dbba-2f69-4257-89c2-903898cf1f12|ENERI Classroom]] as well as the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE Training Guide]] provide access to educational materials on research ethics and research integrity that help fostering skills conducive to ethical reflection.

Furthermore, the [https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases cases] in the resources section of the Embassy as well as the educational scenarios developed by EnTIRE that are available in the [https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Education educational resources] section can be used for further reflections and deliberations on specific research ethics and research integrity problems.
}}
{{Link
|Has Link=https://eneri.eu/decision-tree/
}}
{{Related To
|Related To Resource=Resource:C386dbba-2f69-4257-89c2-903898cf1f12;Resource:777888d6-6152-44ce-bd15-646bb279e521;Resource:F6100097-fddb-4c77-9098-1bc767c34a6a;Resource:1d26fd13-1ced-44bc-8d19-e094b37f8f70;Resource:45a04c31-5a75-4816-8484-2dd9b71d1674;Resource:Aef6b98d-9cc5-4db0-bffd-4a3daa99a3f3;Resource:C99f17ec-3d1e-4f7a-bfc7-3e3607934ead;Resource:7f7810d8-74a2-42ac-906c-7f6a73fcd183;Resource:E99e20d0-8116-4d77-84ec-7df396703bf4;Resource:67caae86-68db-49ea-8305-2010fe701aa6
|Related To Theme=Theme:8c79e235-8481-45ea-bb57-c744dedbbb8a;Theme:B4f3369c-e0ac-4cf5-acd9-cb2a6c11181d;Theme:65e6f304-51e2-4e41-93d3-e48518248b39;Theme:D1477512-52a3-48a3-8ab6-72404cef4ab4;Theme:9cc6d88e-a142-4741-834f-5d6aa7d06e3f;Theme:9ac8c1db-f98b-41ee-858d-a8c93a647108;Theme:Cc85bbe7-b8ac-40ef-81a7-8e34b153233c
|Related To Instruction=Instruction:A440eed0-f9f4-4415-a2c4-2d6ff9f44b80;Instruction:6b129846-c455-4849-9eaf-0d25f3c5600e;Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c;Instruction:C0cf8cfb-6090-49e3-94f5-20f530f83ffd;Instruction:6cc77174-4f7b-48a6-95f3-eeb4dadcb0a3;Instruction:Ffff98bc-b81b-43ee-8fef-a264c1e25741;Instruction:379346fc-d254-467f-99be-41b1cea1c817
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Resource:31c71a72-eaef-4287-8df6-9788d07302fb

2021-10-12T15:01:28Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=ENERI Decision Tree
|Is About=The ENERI Decision Tree is an online tool intended to help researchers, members of research ethics committees (RECs) and research integrity officers to anticipate, reflect and address ethical questions and challenges that might arise before, during or after a research project. Thus, the ENERI Decision Tree aims to facilitate responsible conduct of research throughout all phases of the research process. Moreover, it seeks to support the work of RECs and research integrity offices (RIOs) by providing guidance on how to respond to research ethics and research integrity challenges.
|Important Because=New and emerging technologies as well as the globalization of research and the rise of multi-center studies, to name just a few, have given rise to important research ethics and research integrity challenges. Based to a large extent on the [[Resource:F47b9bc7-c5a5-4b92-918b-438101bd9434|ENERI Research Ethics and Research Integrity Manual]], the Decision Tree guides researchers as well as members of RECs and RIOs through several of these challenges and provides them with tools to conduct research ethically and with integrity. More specifically, the Decision Tree includes summaries of and links to laws, guidelines, codes and other pertinent references. In this way, it covers the international, the European and the national level, all of which researchers, RECs and RIOs usually need to consider.

The ENERI Decision Tree is based on three premises:

1) Good researchers should reflect on ethical issues and challenges before, during and after conducting their research

2) RECs should help researchers in doing good research

3) RIOs should assist researchers to monitor their research

The information in the Decision Tree is structured around the following topics:

'''Responsibility in research'''

* Research as a social practice
* The legal framework of research

'''Planning of the research'''

* Cross-national and international multi central research
* Responsibility in authorship
* Research with human participants: general provisions
* Research with animals
* Research in biotechnology
* Research in engineering, AI and robotics
* Research in biotechnology for agricultural and food purposes (outside of the biomedical sector)
* Research on human remains
* Study design and objectives, avoiding bias
* The role of funders
* Research with personal data

'''The actual research process'''

* Research with humans in biomedical research
* Research with human tissues/cells
* Research with embryonic stem cells, embryos, fetal tissues
* Research with samples and data taken from human biobanks
* Research with human participants in psychology
* Research with human participants - qualitative research
* Research with human beings in implementing technology/devices
* Research on the environment
* Minimal disturbance to the integrity of nature
* Monitoring animal welfare
* Making uncertainties and value assumptions explicit
* Dealing adequately with big data and complexity

'''Quality assurance and dissemination'''

* Sharing results in the scientific community, with the public and with stakeholders
* Mechanisms for quality assurance
* Were the methods and tools adequate for the claimed result? ''(under development)''
* Publication as public knowledge ''(under development)''
* Open science or restricted access ''(under development)''
* Stakeholder consultations ''(under development)''

'''Applications and monitoring'''

* Dual use and misuse
* Evaluation of success and failure ''(under development)''
* Consultation with beneficiaries and stakeholders ''(under development)''
* Assess necessity of retractions ''(under development)''
* Re-start the research afresh ''(under development)''

Each topic is a self-contained unit so that users can easily find tailored information to specific questions without having to read the whole Decision Tree. Like the ENERI Manual on Research Ethics and Research Integrity, the Decision Tree is a living document and will thus be updated periodically to account for new developments in research ethics and research integrity processes and policies.

then up to the user to find the appropriate best solutions to deal with the identified ethical implications based on the national context, EU and international regulations and standards.
|Important For=All stakeholders in research; Research Integrity Officers; Research integrity trainers; research integrity researchers; Ethics committee members; Research Ethics Committees; Researchers
|Has Best Practice=The ENERI Decision Tree summarizes and links to many important laws, regulations, codes and other documents that can help researchers to work ethically and with integrity and that can support RECs and RIOs in performing their roles adequately and fulfilling their responsibilities. More detailed information on all topics covered in the Decision Tree is available in the ENERI Manual and Research Ethics and Research Integrity. Besides, the [[Resource:C386dbba-2f69-4257-89c2-903898cf1f12|ENERI Classroom]] as well as the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE Training Guide]] provide access to educational materials on research ethics and research integrity that help fostering skills conducive to ethical reflection.

Furthermore, the [https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases cases] in the resources section of the Embassy as well as the educational scenarios developed by EnTIRE that are available in the [https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Education educational resources] section can be used for further reflections and deliberations on specific research ethics and research integrity problems.
}}
{{Link
|Has Link=https://eneri.eu/decision-tree/
}}
{{Related To
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{{Tags
|Involves=ENERI; EUREC; ENRIO; ALLEA
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Theme:Cc742a7b-826d-4201-b33e-457f2ef79fb9

2021-10-11T13:02:48Z

0000-0002-9460-0896: Created page with "{{Theme |Theme Type=Misconduct & Misbehaviors |Has Parent Theme=Theme:26631aa0-18f0-4635-b71b-80a6f4e58d33 |Title=Hypothesizing after the results are known (HARKing) |Is About..."

{{Theme
|Theme Type=Misconduct & Misbehaviors
|Has Parent Theme=Theme:26631aa0-18f0-4635-b71b-80a6f4e58d33
|Title=Hypothesizing after the results are known (HARKing)
|Is About=Hypothesizing after the results are known (HARKing) refers to the practice of presenting unexpected findings as a priori hypotheses or failing to report empirically unsupported hypotheses that were derived a priori and guided the research. In other words, research reports suffer from HARKing if they include one or more post hoc hypotheses (that is, hypotheses developed after the results of the data analysis are known) that are misrepresented as a priori (that is, as developed prior to the data analysis) or if they exclude one or more a priori hypotheses that were empirically disconfirmed. Consequently, HARKed reports misrepresent the ratio of empirically confirmed and disconfirmed a priori hypotheses by elevating exploratory findings to a priori expectations and suppressing a priori expectations unsupported by the data at hand. Thus, HARKing misportrays the research process by falsely describing hypothesis generating exploratory research as hypothesis testing confirmatory research or by failing to report hypotheses that could not be corroborated and therefore deceives readers.

This theme page describes the practice of HARKing and its detrimental consequences on research in some more depth, briefly explains how initiatives such as preregistration aim to reduce HARKing and differentiates pure HARKing from transparent forms of HARKing that are not necessarily detrimental to the research endeavor.
|Important Because=In recent years, several academic disciplines – perhaps most strongly psychology – have witnessed a replication crisis, casting doubt on the validity of seemingly well-established findings and theories. The prevalence of HARKing, evidenced by empirical studies of research misconduct and research misbehavior, is considered one of several driving factors behind the replication crisis. This is due to two reasons: Firstly, data that were used to generate a hypothesis cannot be used to test that same hypothesis in any meaningful way. Portraying an empirically inspired post hoc hypothesis as a priori violates the falsification principle crucial for hypothesis-driven (that is, confirmatory) empirical research. Secondly, suppressing unsupported a priori hypotheses and the attendant failure to report null effects throws away opportunities to cast doubt on the validity of hypotheses derived from extant knowledge. Consequently, multiple disconfirmations of a hypothesis may go unnoticed when researchers HARK because disconfirmations are not reported.

While pure HARKing is unquestionably a detrimental research practice, the same is not necessarily true for transparent forms of HARKing. Transparent HARKing (THARKing) occurs when researchers develop post hoc hypotheses (that is, hypothesize after the results are known), but do so transparently and based on theory. If done transparently and inspired not only by results but also by theory, post hoc hypothesizing does not misportray the research process because exploratory findings are clearly labeled as such.
|Important For=Researchers; Peer reviewers; Journal editors; Research integrity trainers
|Has Best Practice=On the systemic level, HARKing can be prevented by changing researcher assessment and promoting the preregistration of studies, ideally in a form involving reviewed preregistration with guaranteed publication if the accepted protocol is followed.

Individual researchers should make post hoc hypotheses transparent and thereby avoid deceiving readers to reap the benefits from exploratory studies without misrepresenting them as following a hypothetico-deductive model.
|Has Detail=The term HARKing was coined in a seminal article by Kerr[1] and is usually used synonymously with accommodational hypothesizing[2] and presenting post hoc hypothesis as a priori (PPHA).[3] Kerr identified twelve potential costs of HARKing:

1. Translating Type I errors into hard-to-eradicate theory.

2. Propounding theories that cannot (pending replication) pass Popper’s disconfirmability test.

3. Disguising post hoc explanations as a priori explanations (when the former ted also be more ad hoc, and consequently, less useful).

4. Not communicating valuable information about what did not work.

5. Taking unjustified statistical licence.

6. Presenting an inaccurate model of science to students.

7. Encouraging “fudging” in other grey areas.

8. Making us less receptive to serendipitous findings.

9. Encouraging adoption of narrow, context-bound new theory.

10. Encouraging retention of too-broad, disconfirmable old theory.

11. Inhibiting identification of plausible alternative hypotheses.

12. Implicitly violating basic ethical principles.

While Kerr’s article initially was not widely cited, this changed in the wake of the replication crisis and empirical studies into the prevalence and drivers of detrimental research practices and research misconduct. The surge of interest in HARKing worryingly showed that it indeed is a rather prevalent practice. Various studies on the prevalence of detrimental research practices found that a sizeable proportion of researchers (up to 58% in one study) from different disciplines (most notably psychology) did engage in HARKing in the past.[4]

To identify measures to reduce HARKing, it is necessary to understand its causes. A key driving factor of HARKing most likely is publication bias: it is much more difficult to publish negative findings than positive findings, and confirmatory research seemingly following a hypothetico-deductive model is generally higher valued than exploratory research, at least in most fields of research. The number of publications, however, still is one of the most important metrics commonly used in researcher evaluation. As a result, researchers have an incentive to publish as much as possible, while the publication system rewards analyses that (seemingly) yield positive findings derived from hypothesis testing research.

One pathway to reduce HARKing thus is changing the incentives for researchers by, for example, evaluating the quality rather than the quantity of publications and recognizing the value of replication studies. The latter also would be facilitated by a comprehensive move towards open science and a recognition of the value of open science practices. Another pathway to reduce HARKing is preregistration because it helps tying the hands of researchers before the data analysis. If researchers decide to preregister a study, they submit a time-stamped paper describing the rationale of their study, the experimental and analytical methods they will use, and their hypotheses. This document cannot be changed at a later stage so that HARKing would be easily detectable and lead to inconsistencies in the line of argument. If the pre-registered study is reviewed, publication is guaranteed if the registered protocol is followed, regardless of the results. Consequently, preregistration and changes in the incentive system are potentially mutually reinforcing.

However, it is worth noting that it is in principle possible to preregister studies after the results are known (PARKing) and thereby reap the reputational benefits coming with what seems to be a commitment to methodological rigor without actually following the practice.[5]

Although pure HARKing is unquestionably a detrimental research practice because it misportrays the research process, tends to bias results and ultimately deceives readers, the same cannot necessarily be said about other forms of post hoc hypothesizing. Using the fictional example of a group of epidemiologists conducting a drug trial to cure a new life-threatening disease, Hollenbeck and Wright argue that HARKing is not detrimental to science if it is done transparently and informed by theory, a practice they call THARKing (transparently hypothesizing after the results are known).[6] In their example, the epidemiologists initially find no effect of the tested drug, but know of cases where it apparently worked. Discussing about these cases, they recognize that all cured patients they know of are female, yet a reanalysis of the data turns out insignificant, even though the effect size for women is larger than for men. They continue discussing if gender could be an important factor and, drawing on their implicit theoretical knowledge, develop the hypothesis that estrogen levels (that peak at certain ages) might be a crucial moderating variable. A reanalysis of their data corroborates their hypothesis. They publish an article summarizing their study, noting in the discussion section that the age-by-gender interaction was the result of an exploratory analysis conducted after the main effects turned out to be insignificant. Other research teams replicate their study, and eventually a meta-analysis confirms their findings. Hollenbeck and Wright argue that THARKing, unlike secretly hypothesizing after the results are known, SHARKing or pure HARKing), is justifiable if readers are transparently informed that a hypothesis is post hoc rather than a priori in the discussion section of an article (in other words, the introduction in their view should only include a priori hypotheses).

In general, pure HARKing is a detrimental research practice and hampers scientific progress. It can be disincentivized by changes in the research system, such as changes in researcher assessment and increasing preregistration of studies. Transparent post hoc hypothesizing, by contrast, seems justifiable if the exploratory nature of results is clearly stated.

'''References'''

[1] Kerr, N. (1998). HARKing: Hypothesizing After the Results are Known. ''Personality and Social Psychology Review, 2''(3), 196-217. doi:[https://doi.org/10.1207/s15327957pspr0203_4 10.1207/s15327957pspr0203_4]

[2] Hitchcock, C., & Sober, E. (2004). Prediction versus Accommodation and the Risk of Overfitting. ''The British Journal for the Philosophy of Science'', ''55''(1), 1–34. http://www.jstor.org/stable/3541832

[3] Leung, K. (2011). Presenting Post Hoc Hypotheses as A Priori: Ethical and Theoretical Issues. ''Management and Organization Review, 7''(3)'','' 471-479. doi: [https://doi.org/10.1111/j.1740-8784.2011 10.1111/j.1740-8784.2011]

[4] An overview of different studies on the prevalence of HARKing can be found in Table 1 in Rubin, M. (2017). When does HARKing hurt? Identifying when different types of undisclosed post hoc hypothesizing harm scientific progress. ''Review of General Psychology, 21,'' 308-320''.'' doi: [[10.1037/gpr0000128]]

[5] Yamada, Y. (2018). How to Crack Pre-registration: Toward Transparent and Open Science. ''Frontiers in Psychology, 9:1831.'' doi: [https://doi.org/10.3389/fpsyg.2018.01831 10.3389/fpsyg.2018.01831]

[6] Hollenbeck, J. R., & Wright, P. M. (2017). Harking, Sharking, and Tharking: Making the Case for Post Hoc Analysis of Scientific Data. ''International Journal of Qualitative Methods'', ''43''(1), 5-18. [https://doi.org/10.1177/1609406920947600 10.1177/1609406920947600]
}}
{{Related To
|Related To Theme=Theme:26631aa0-18f0-4635-b71b-80a6f4e58d33
}}
{{Tags
|Has Virtue And Value=Reproducibility; Transparency; Honesty; Sincerity
|Has Good Practice And Misconduct=Engaging in methodologically questionable research practices; Bias; HARKing; Misrepresentation of results; Pre-registrations; Publication ethics; Questionable research practices; Reproducibility; Reporting; Open science
}}

Resource:C386dbba-2f69-4257-89c2-903898cf1f12

2021-10-11T07:59:27Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=ENERI Classroom
|Is About=The ENERI Classroom is an online training and capacity-building platform for research integrity and ethics. The Classroom provides open access to training materials for research integrity and research ethics experts, such as members of research integrity offices and research ethics committees. Most training materials are suitable for online self-learning as well as online or onsite group-learning guided by a facilitator.

The ENERI Classroom addresses four main topics:

*Research integrity
*Research ethics
*Overlapping issues
*Developing infrastructures

Each topic is divided into several learning units so that both learners and teachers can focus on issues they consider particularly important.

The topic ''research integrity'' includes learning units on:

*Research integrity boards and codes of conducts
*Research integrity principles
*Violations of research integrity
*Plagiarism
*Authorship
*Peer review
*Dealing with violations and allegations of misconduct
*Whistleblowing and whistleblower protection
*Mentoring for stronger cultures of integrity.

The topic ''research ethics'' includes learning units on:

*Research ethics committees: main tasks and challenges
*Core principles of research ethics
*Research involving vulnerable groups
*Research in emergency situations
*Biobanks
*Specific aspects of clinical drug trials
*Ethics review in non-medical fields.

The topic ''overlapping issues'' includes learning units on:

*Conflict of interest
*Data protection
*Social responsibility
*Open science
*Mentoring for stronger cultures of integrity.

The topic ''developing infrastructures'' describes crucial components of effective research integrity and research ethics infrastructures and provides guidance on what to consider when introducing new elements to existing research integrity and research ethics systems. In this way, the Classroom shows how countries, regions or institutions wishing to improve their research integrity and research ethics infrastructures can address challenges in a systematic manner.

Each learning unit is structured as follows:

*Learning objectives and introduction
*Key issues
*Regulations and guidelines
*Cases & questions
*Resources
|Important Because=High-quality training of members and staff is an important prerequisite for ensuring that RIOs, RECs and related bodies can perform their tasks competently and thereby help strengthen the science-society nexus and promote ethical research conduct. However, training materials addressing the specific needs of RIOs, RECs and related bodies are scarce and often not openly accessible. The ENERI Classroom helps filling this gap and thus adds an educational component to ongoing initiatives to continuously improve the research integrity and research ethics systems across Europe.
|Important For=Research Integrity Officers; Research integrity trainers; research integrity researchers; Research Ethics Committees; Policy makers; ENRIO member organisations; Ethics committee members
|Has Best Practice=Core parts of the learning pathways are based on case studies because experience has shown that they are particularly suitable to promote knowledge and foster skills conducive to acting ethically and with integrity in research. More specifically, the case studies allow learners to reflect on what they have learned and to apply newly acquired skills to concrete examples. Moreover, learners can assess their knowledge by answering a set of questions and obtaining feedback on their responses via email. Thus, the ENERI Classroom is an interactive and responsive learning platform.

The cases in the resources section on the Embassy as well as the educational scenarios developed by the EnTIRE project that are available in the educational resources section can complement the ENERI Classroom by adding further issues of interest and/or elaborating existing ones.
}}
{{Link
|Has Link=https://eneri.mobali.com/
}}
{{Related To
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|Related To Theme=Theme:8c79e235-8481-45ea-bb57-c744dedbbb8a;Theme:B4f3369c-e0ac-4cf5-acd9-cb2a6c11181d
|Related To Instruction=Instruction:A440eed0-f9f4-4415-a2c4-2d6ff9f44b80;Instruction:6b129846-c455-4849-9eaf-0d25f3c5600e;Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c;Instruction:C0cf8cfb-6090-49e3-94f5-20f530f83ffd;Instruction:6cc77174-4f7b-48a6-95f3-eeb4dadcb0a3;Instruction:Ffff98bc-b81b-43ee-8fef-a264c1e25741
}}
{{Tags
|Involves=EUREC; ENERI; ENRIO
|Has Timepoint=2019
|Has Location=Europe
|Has Virtue And Value=Integrity; RE in general
|Has Good Practice And Misconduct=Research Integrity; Research ethics
}}

Resource:5457ea9b-cccb-45c4-b098-27c98750b9a5

2021-03-20T18:00:24Z

0000-0002-9460-0896: Created page with "{{Resource |Resource Type=Education |Title=Path2Integrity "RI in Curricula" map |Is About=The Path2Integrity project has created a map of curricula and syllabi that either dir..."

{{Resource
|Resource Type=Education
|Title=Path2Integrity "RI in Curricula" map
|Is About=The Path2Integrity project has created a map of curricula and syllabi that either directly or indirectly cover topics related to research integrity and research ethics. Curricula and syllabi cover the secondary, undergraduate, graduate and doctoral education level. Educators are invited to contribute additional curricula and syllabi to expand the map.
|Important Because=Research integrity education, especially on the undergraduate and secondary school level, is not yet widely embedded. The map intends to help curriculum designers and educators to learn about possibilities to integrate topics related to research integrity into study programs and courses.
|Important For=Educators; Teachers; Policy makers; Research institutions; Research integrity trainers; Training developers
}}
{{Link
|Has Link=https://www.path2integrity.eu/ri-curricula
}}
{{Related To
|Related To Resource=Resource:330755f2-6062-4b94-bb9c-a2f0afcf09ce;Resource:1ac96d0e-6379-41ca-8cb4-cd219aecf298;Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8;Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1
|Related To Theme=Theme:1fc5c5b6-6c30-4400-a79b-8838b5a041cc
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{{Tags}}

Resource:1ac96d0e-6379-41ca-8cb4-cd219aecf298

2021-03-20T17:49:53Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Path2Integrity Campaign
|Is About=Path2Integrity is a project on research integrity education, funded by the EU's Horizon 2020 program. Under the headline #MyPath2Integrity, the project has created campaign materials to help raise awareness about the importance of research integrity among secondary school students, undergraduate students, graduate students and young researchers. Materials are based on the European Code of Conduct for Research Integrity and include posters, postcards, leaflets, booklets and videos, many of which are not only available in English, but also in Bulgarian, Spanish, Catalan, Danish, German and Polish. Many of the materials rely on prominent researchers as role models to inspire pupils, students and young researchers to strive for integrity in their own work.
|Important Because=Opportunities to educate about research integrity are not limited to classrooms. Informal learning paths matter, too, and are are hitherto underutilized resource to foster a culture of research integrity. The Path2Integrity campaign contributes to filling this gap by enabling educational institutions to make research integrity visible in the everyday life of pupils, students and researchers.
|Important For=Academic institutions; All stakeholders in research; Bachelor students; Doctoral students; Early career researchers; Educators; Everyone; Graduate and postgraduate students; Graduate students; High school students; Junior researchers; Master students; PhD students; Postgraduate students; Secondary school students; Teachers; Undergraduate students; Universities; Universities of Applied Sciences
}}
{{Link
|Has Link=https://path2integrity.eu/campaign-materials
}}
{{Related To
|Related To Resource=Resource:330755f2-6062-4b94-bb9c-a2f0afcf09ce;Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8;Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1
|Related To Theme=Theme:721dc5c7-8e47-41ca-a7b8-73d6a225c3c3;Theme:1fc5c5b6-6c30-4400-a79b-8838b5a041cc
}}
{{Tags
|Involves=Path2Integrity
|Has Location=Europe
}}

Resource:1ac96d0e-6379-41ca-8cb4-cd219aecf298

2021-03-20T17:47:58Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Path2Integrity Campaign
|Is About=Path2Integrity is a project on research integrity education, funded by the EU's Horizon 2020 program. Under the headline #MyPath2Integrity, the project has created campaign materials to help raise awareness about the importance of research integrity among secondary school students, undergraduate students, graduate students and young researchers. Materials are based on the European Code of Conduct for Research Integrity and include posters, postcards, leaflets, booklets and videos, many of which are not only available in English, but also in Bulgarian, Spanish, Catalan, Danish, German and Polish. Many of the materials rely on prominent researchers as role models to inspire pupils, students and young researchers to strive for integrity in their own work.
|Important Because=Opportunities to educate about research integrity are not limited to classrooms. Informal learning paths matter, too, and are are hitherto underutilized resource to foster a culture of research integrity. The Path2Integrity campaign contributes to filling this gap by enabling educational institutions to make research integrity visible in the everyday life of pupils, students and researchers.
|Important For=Academic institutions; All stakeholders in research; Bachelor students; Doctoral students; Early career researchers; Educators; Everyone; Graduate and postgraduate students; Graduate students; High school students; Junior researchers; Master students; PhD students; Postgraduate students; Secondary school students; Teachers; Undergraduate students; Universities; Universities of Applied Sciences
}}
{{Link
|Has Link=https://path2integrity.eu/campaign-materials
}}
{{Related To
|Related To Theme=Theme:721dc5c7-8e47-41ca-a7b8-73d6a225c3c3;Theme:1fc5c5b6-6c30-4400-a79b-8838b5a041cc
}}
{{Tags
|Involves=Path2Integrity
|Has Location=Europe
}}

Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8

2021-03-20T17:44:30Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Path2Integrity Handbooks for Teachers and Trainers
|Is About=Path2Integrity has created several learning units on research integrity, divided into three series:

*S-series (for secondary school and undergraduate students, pre-disciplinary)
*M-series (for graduate students, disciplinary)
*Y-series (for early career researchers, post-disciplinary)

Each series is accompanied by a ''[https://path2integrity.eu/ri-materials#Handbooks Handbook for Teachers and Trainers].'' The handbooks contain various suggestions on how the learning cards can be used and share some helpful hints and tricks that facilitate effective teaching from the secondary school level to doctoral training.
|Important Because=The Handbooks for Teachers and Trainers help educators navigate the learnings cards created by the Path2Integrity project. Focusing mostly on pedagogy and didactics, they provide examples of various good practices and ways to integrate learning units on research integrity into existing as well as new curricula. Thus, the handbooks accompany the Path2Integrity train-the-trainer program (to be launched in summer 2021) in the quest to facilitate effective teaching and learning of research integrity from the secondary school level to the early career researcher level.

Together with similar initiatives like the INTEGRITY project and the European Network for Academic Integrity (ENAI), Path2Integrity is committed to promote research integrity education already at the secondary school and undergraduate level in an attempt to integrate research integrity education throughout the entire qualification cycle, and to thereby foster trust in science. Enabling already pupils and undergraduate students to recognize what reliable and trustworthy research is and why it is crucially important not only for academia but also for society, is a skill likely to gain ever more momentum in knowledge-based societies and economies where research results and innovations permeate many aspects of life.

Thus, educators need competences and resources that support them in teaching research integrity (as well as related subjects like academic integrity and ethics of research) effectively.
|Important For=Research integrity trainers; Educators; Teachers
}}
{{Link
|Has Link=https://www.path2integrity.eu/ri-materials#Handbooks
}}
{{Related To
|Related To Resource=Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1;Resource:330755f2-6062-4b94-bb9c-a2f0afcf09ce;Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8
|Related To Theme=Theme:1fc5c5b6-6c30-4400-a79b-8838b5a041cc
}}
{{Tags
|Involves=Path2Integrity
}}

Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1

2021-03-20T17:39:12Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Path2Integrity Learning Cards
|Is About=Path2Integrity has created several learning units of 90-120 minutes on various topics related to research integrity. For each unit, a learning card outlining teaching instructions in a step-by-step manner has been created. All learning cards address topics identified as crucial for research integrity in the European Code of Conduct for Research Integrity.

There are three series of learning cards:

*S-series: for secondary school students and undergraduate students (pre-disciplinary)
*M-series: for graduate students (disciplinary)
*Y-series: for early career researcher (post-disciplinary)

All learning cards are based on one of three dialogical methods: role-play, storytelling or coming to an agreement. These activating methods help students to connect research integrity to their lifeworld and invite them to address ethical issues in research in a well-considered and informed way.

The learning cards can be accessed through the following links:

'''S-series'''

S0: ''[https://zenodo.org/record/4441315#.YFYjyGRKj0o Good research is based on honesty]''

S1: ''[https://zenodo.org/record/4441316#.YFYkY2RKj0o Researchers, research institutions, scientific journals, government and regulatory agencies as well as funding agencies all safeguard good research and ensure reliable research results]''

S2: ''[https://zenodo.org/record/4441318#.YFYk7GRKj0o Researchers follow their aims in a careful and well-considered manner]''

S3: ''[https://zenodo.org/record/4543040#.YFYlVGRKj0o Researchers comply with codes and regulations]''

S4: ''[https://zenodo.org/record/4441321#.YFYloGRKj0o Research groups work as transparently and openly as possible]''

S5: ''[https://zenodo.org/record/4441324#.YFYmC2RKj0o Researchers ensure appropriate authorship and citation]''

'''M-series'''

M0: ''[https://zenodo.org/record/4434118#.YFYm0mRKj0o Good research is based on honesty]''

M1: ''[https://zenodo.org/record/4437582#.YFYoeWRKj0o The research environment constitutes itself through clear infrastructure, policies and procedures]''

M2: ''[https://zenodo.org/record/4441257#.YFYoEGRKj0o Researchers design, carry out , analyse and document research in a careful and well-considered manner]''

M3: ''[https://zenodo.org/record/4441304#.YFYol2RKj0o Researchers comply with codes and regulations relevant to their discipline]''

M4: ''[https://zenodo.org/record/4441307#.YFYozmRKj0o Research groups work as transparently and openly as possible]''

M5: ''[https://zenodo.org/record/4441307#.YFYozmRKj0o Researchers ensure appropriate authorship and citation]''

M8: ''[https://zenodo.org/record/3965693#.YFYpRGRKj0o Researchers, research institutions and organisations ensure access to data is as open as possible and as closed as necessary]''

M9: ''[https://zenodo.org/record/4434150#.YFYpoWRKj0o Research integrity is a professional, ethical and legal responsibility]''

'''Y-series'''

Y1: ''[https://zenodo.org/record/4543043#.YFYqHmRKj0o The research environment constitutes itself through clear infrastructure, policies and procedures]''

Y2: ''[https://zenodo.org/record/4441330#.YFYqlWRKj0o Researchers design, carry out , analyse and document research in a careful and well-considered manner]''

Y3: ''[https://zenodo.org/record/4441333#.YFYqxWRKj0o Researchers comply with codes and regulations relevant to their discipline]''

Y4: ''[https://zenodo.org/record/4441334#.YFYrGGRKj0o Research groups work as transparently and openly as possible]''

Y5: ''[https://zenodo.org/record/4441336#.YFYrX2RKj0o Researchers ensure appropriate authorship and citation]''

Y6: ''[https://zenodo.org/record/3965703#.YFYrnmRKj0o Researchers and research organisations follow good mentoring practices]''

Y7: ''[https://zenodo.org/record/3965716#.YFYr0WRKj0o Researchers withdraw from involvement when conflicts of interest arise]''

Y8: ''[https://zenodo.org/record/3965729#.YFYsB2RKj0o Researchers, research institutions and organisations and ensure appropriate data practices and management]''

Many of the learning cards draw on one of the following two introductory learning cards that describe situations in which research integrity is at stake:

''[https://zenodo.org/record/4543038#.YFYsg2RKj0o What happened at LONA Science Centre]''

''[https://zenodo.org/record/4543021#.YFYshGRKj0o Hannah's story]''

The learning cards can not only be used in classroom settings, but also in online teaching. To facilitate online teaching, Path2Integrity has created an [https://www.learning-p2i.eu/ online learning platform], which allows for combining asynchronous and synchronous phases of learning.

In addition to the learning cards for pupils, students and young researchers, Path2Integrity, supported by its spin-off ''[https://trustinscience.manual.to/browse/AXG1QOhgHOIPoN2DisLx Trust in Science: Fighting COVID-19 with reliable information,]'' has created learning cards for citizen education.

'''Citizen education series'''

S01: ''[https://zenodo.org/record/3965658#.YFYuFmRKj0o Society needs responsible research]''

S02: ''[https://zenodo.org/record/3965664#.YFYuZGRKj0o Bad research can harm people]''

S04: ''[https://zenodo.org/record/3965672#.YFYuq2RKj0o Academic integrity is a safeguard for collaborative work]''

S05: ''[https://zenodo.org/record/3965679#.YFYu6mRKj0o Society needs reliable information: Be aware of fake news]''
|Important Because=Research integrity education is crucial to develop a culture of research integrity. The learning cards support educators in developing learner-centered courses that help students recognize and embrace values, principles and norms of research integrity.

Because important facets of research integrity can already be learned on the secondary school and undergraduate level, the Path2Integrity learning materials not only address graduate students and young researchers, but also undergraduates and secondary school students. Thus, the learning cards, especially the s-series and the citizen education series, also serve a bridging function between research integrity and academic integrity.

To emphasize the importance of research integrity to society, the citizen education learning cards approach research integrity topics from the perspective of citizens rather than from the perspective of (prospective) researchers. In that way, they emphasize that research integrity, in societies permeated by research and innovation, matters far beyond what outside academic circles otherwise all too often might be thought of as a somewhat detached ivory tower. This also reflects how closely research integrity is related to the wider responsible research and innovation agenda.
|Important For=All stakeholders in research; Master students; Early career researchers; Junior researchers; Research integrity trainers; Bachelor students; Secondary school students; Educators; Graduate and postgraduate students; Graduate students; PhD students; Teachers; Undergraduate students; High school students
}}
{{Link
|Has Link=https://www.path2integrity.eu/ri-materials#LearningCards
}}
{{Related To
|Related To Resource=Resource:330755f2-6062-4b94-bb9c-a2f0afcf09ce;Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8;Resource:1ac96d0e-6379-41ca-8cb4-cd219aecf298
|Related To Theme=Theme:1fc5c5b6-6c30-4400-a79b-8838b5a041cc
}}
{{Tags
|Involves=Path2Integrity
|Has Location=Europe
}}

Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8

2021-03-12T08:55:28Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Path2Integrity Handbooks for Teachers and Trainers
|Is About=Path2Integrity has created 29 learning units on research integrity, divided into three series:

*S-series (for secondary school and undergraduate students, pre-disciplinary)
*M-series (for graduate students, disciplinary)
*Y-series (for early career researchers, post-disciplinary)

Each series is accompanied by a ''[https://path2integrity.eu/ri-materials#Handbooks Handbook for Teachers and Trainers].'' The handbooks contain various suggestions on how the learning cards can be used and share some helpful hints and tricks that facilitate effective teaching.
|Important Because=The Handbooks for Teachers and Trainers help educators navigate the learnings cards created by the Path2Integrity project. Focusing mostly on pedagogy and didactics, they provide examples of various good practices and ways to integrate learning units on research integrity into existing as well as new curricula. Thus, the handbooks accompany the Path2Integrity train-the-trainer program (to be launched in summer 2021) in the quest to facilitate effective teaching and learning of research integrity from the secondary school level to the early career researcher level.

Together with similar initiatives like the INTEGRITY project and the European Network for Academic Integrity (ENAI), Path2Integrity is committed to promote research integrity education already at the secondary school and undergraduate level in an attempt to integrate research integrity education throughout the entire qualification cycle, and to thereby foster trust in science. Enabling already pupils and undergraduate students to recognize what reliable and trustworthy research is and why it is crucially important not only for academia but also for society, is a skill likely to gain ever more momentum in knowledge-based societies and economies where research results and innovations permeate many aspects of life.

Thus, educators need competences and resources that support them in teaching research integrity (as well as related subjects like academic integrity and ethics of research) effectively.
|Important For=Research integrity trainers; Educators; Teachers
}}
{{Link
|Has Link=https://www.path2integrity.eu/ri-materials#Handbooks
}}
{{Related To
|Related To Resource=Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1;Resource:330755f2-6062-4b94-bb9c-a2f0afcf09ce;Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8
|Related To Theme=Theme:1fc5c5b6-6c30-4400-a79b-8838b5a041cc
}}
{{Tags
|Involves=Path2Integrity
}}

Resource:40cedc7d-8217-4056-872d-86c320a95406

2021-02-24T17:08:05Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Path2Integrity Learning Card S0: Good research is based on honesty
|Is About=This learning card of the Path2Integrity project addresses the topic ''Good research is based on honesty.'' It has been designed for teaching secondary school students and undergraduate students. The learning card describes how the following learning objectives can be accomplished in a session of 90-120 minutes:

*Describe the values of a researcher
*Outline reasons for conducting reliable research
*Realize consequences of research
*Argue in favor of the importance of reliable research results for both research and society

 
|Important Because=Education is a pillar to foster a culture of research integrity. The Path2Integrity learning cards facilitate learner-centered instruction of core principles and values of research integrity, and thus contribute to promoting trustworthy and reliable research.
|Important For=Bachelor students; Undergraduate students; Secondary school students; High school students; Teachers; Educators; Research integrity trainers
}}
{{Link
|Has Link=https://zenodo.org/record/4441315#.YDZqtGpKhz8
}}
{{Related To
|Related To Resource=Resource:330755f2-6062-4b94-bb9c-a2f0afcf09ce;Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1;Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8
}}
{{Tags
|Involves=Path2Integrity
|Has Virtue And Value=Honesty
}}

Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1

2021-02-24T16:58:07Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Path2Integrity Learning Cards
|Is About=Path2Integrity has created 29 learning units of 90-120 minutes on various topics related to research integrity. For each unit, a learning card outlining teaching instructions in a step-by-step manner has been created. All learning cards address topics identified as crucial for research integrity in the European Code of Conduct for Research Integrity.

There are three series of learning cards:

*S-series: for secondary school students and undergraduate students (pre-disciplinary)
*M-series: for graduate students (disciplinary)
*Y-series: for early career researcher (post-disciplinary)

All learning cards are based on one of three dialogical methods: role-play, storytelling or coming to an agreement. These activating methods help students to connect research integrity to their lifeworld and invite them to address ethical issues in research in a well-considered and informed way.

The learning cards can not only be used in classroom settings, but also in online teaching. To facilitate online teaching, Path2Integrity has created an [https://www.learning-p2i.eu/ online learning platform], which allows for combining asynchronous and synchronous phases of learning.
|Important Because=Research integrity education is crucial to develop a culture of research integrity. The learning cards help educators in developing learner-centered courses that help students recognize and embrace values, principles and norms of research integrity.
|Important For=All stakeholders in research; Master students; Early career researchers; Junior researchers; Research integrity trainers; Bachelor students; Secondary school students; Educators; Graduate and postgraduate students; Graduate students; PhD students; Teachers; Undergraduate students; High school students
}}
{{Link
|Has Link=https://www.path2integrity.eu/ri-materials#LearningCards
}}
{{Related To
|Related To Resource=Resource:330755f2-6062-4b94-bb9c-a2f0afcf09ce;Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8
|Related To Theme=Theme:1fc5c5b6-6c30-4400-a79b-8838b5a041cc
}}
{{Tags
|Involves=Path2Integrity
}}

Resource:1ac96d0e-6379-41ca-8cb4-cd219aecf298

2021-02-24T16:56:36Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Path2Integrity Campaign
|Is About=Path2Integrity is a project on research integrity education, funded by the EU's Horizon 2020 program. The project has created create campaign materials to help raise awareness about the importance of research integrity among secondary school students, undergraduate students, graduate students and young researchers. Materials are based on the European Code of Conduct for Research Integrity and include posters, postcards, leaflets, booklets and videos, many of which are not only available in English, but also in Bulgarian, Spanish, Catalan, Danish, German and Polish). Many of the materials rely on prominent researchers as role models to inspire pupils, students and young researchers to strive for integrity in their own work.
|Important Because=Opportunities to educate about research integrity are not limited to classrooms. Informal learning paths matter, too, and are are hitherto underutilized resource to foster a culture of research integrity. The Path2Integrity campaign contributes to filling this gap by enabling educational institutions to make research integrity visible in the everyday life of pupils, students and researchers.
|Important For=Academic institutions; All stakeholders in research; Bachelor students; Doctoral students; Early career researchers; Educators; Everyone; Graduate and postgraduate students; Graduate students; High school students; Junior researchers; Master students; PhD students; Postgraduate students; Secondary school students; Teachers; Undergraduate students; Universities; Universities of Applied Sciences
}}
{{Link
|Has Link=https://path2integrity.eu/campaign-materials
}}
{{Related To
|Related To Theme=Theme:721dc5c7-8e47-41ca-a7b8-73d6a225c3c3
}}
{{Tags
|Involves=Path2Integrity
}}

Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8

2021-02-24T16:55:25Z

0000-0002-9460-0896:

Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8

2021-02-24T16:51:44Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Path2Integrity Handbooks
|Is About=Path2Integrity has created 29 learning units on research integrity, divided into three series:

* S-series (for secondary school and undergraduate students, pre-disciplinary)
* M-series (for graduate students, disciplinary)
* Y-series (for early career researchers, post-disciplinary)

Each series is accompanied by a ''Handbook for Teachers and Trainers.'' The handbooks contain various suggestions on how the learning cards can be used and share some helpful hints and tricks that facilitate effective teaching.
|Important For=Research integrity trainers; Educators; Teachers
}}
{{Link
|Has Link=https://www.path2integrity.eu/ri-materials#Handbooks
}}
{{Related To
|Related To Resource=Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1;Resource:330755f2-6062-4b94-bb9c-a2f0afcf09ce
|Related To Theme=Theme:1fc5c5b6-6c30-4400-a79b-8838b5a041cc
}}
{{Tags
|Involves=Path2Integrity
}}

Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1

2021-02-24T16:41:01Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Path2Integrity learning cards
|Is About=Path2Integrity has created 29 learning units of 90-120 minutes on various topics related to research integrity. For each unit, a learning card outlining teaching instructions in a step-by-step manner has been created. All learning cards address topics identified as crucial for research integrity in the European Code of Conduct for Research Integrity.

There are three series of learning cards:

* S-series: for secondary school students and undergraduate students (pre-disciplinary)
* M-series: for graduate students (disciplinary)
* Y-series: for early career researcher (post-disciplinary)

All learning cards are based on one of three dialogical methods: role-play, storytelling or coming to an agreement. These activating methods help students to connect research integrity to their lifeworld and invite them to address ethical issues in research in a well-considered and informed way.

The learning cards can not only be used in classroom settings, but also in online teaching. To facilitate online teaching, Path2Integrity has created an [https://www.learning-p2i.eu/ online learning platform], which allows for combining asynchronous and synchronous phases of learning.
|Important Because=Research integrity education is crucial to develop a culture of research integrity. The learning cards help educators in developing learner-centered courses that help students recognize and embrace values, principles and norms of research integrity.
|Important For=All stakeholders in research; Master students; Early career researchers; Junior researchers; Research integrity trainers; Bachelor students; Secondary school students; Educators; Graduate and postgraduate students; Graduate students; PhD students; Teachers; Undergraduate students; High school students
}}
{{Link
|Has Link=https://www.path2integrity.eu/ri-materials#LearningCards
}}
{{Related To
|Related To Resource=Resource:330755f2-6062-4b94-bb9c-a2f0afcf09ce;Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8
|Related To Theme=Theme:1fc5c5b6-6c30-4400-a79b-8838b5a041cc
}}
{{Tags
|Involves=Path2Integrity
}}

Resource:40cedc7d-8217-4056-872d-86c320a95406

2021-02-24T15:05:55Z

0000-0002-9460-0896: Created page with "{{Resource |Resource Type=Education |Title=Path2Integrity learning card S0: Good research is based on honesty |Is About=This learning card of the Path2Integrity project addres..."

{{Resource
|Resource Type=Education
|Title=Path2Integrity learning card S0: Good research is based on honesty
|Is About=This learning card of the Path2Integrity project addresses the topic ''Good research is based on honesty.'' It has been designed for teaching secondary school students and undergraduate students. The learning card describes how the following learning objectives can be accomplished in a session of 90-120 minutes:

* Describe the values of a researcher
* Outline reasons for conducting reliable research
* Realize consequences of research
* Argue in favor of the importance of reliable research results for both research and society

 
|Important Because=Education is a pillar to foster a culture of research integrity. The Path2Integrity learning cards facilitate learner-centered instruction of core principles and values of research integrity, and thus contribute to promoting trustworthy and reliable research.
|Important For=Bachelor students; Undergraduate students; Secondary school students; High school students; Teachers; Educators
}}
{{Link
|Has Link=https://zenodo.org/record/4441315#.YDZqtGpKhz8
}}
{{Related To
|Related To Resource=Resource:330755f2-6062-4b94-bb9c-a2f0afcf09ce;Resource:C13f2fea-2e63-4da9-8b9a-e4039c3dfde1;Resource:A76fc0c7-2305-4e4a-8ead-122b61bd59c8
}}
{{Tags
|Involves=Path2Integrity
|Has Virtue And Value=Honesty
}}

Resource:1ac96d0e-6379-41ca-8cb4-cd219aecf298

2021-02-24T14:42:07Z

0000-0002-9460-0896: Created page with "{{Resource |Resource Type=Education |Title=Path2Integrity campaign materials |Is About=Path2Integrity is a project on research integrity education, funded by the EU's Horizon..."

{{Resource
|Resource Type=Education
|Title=Path2Integrity campaign materials
|Is About=Path2Integrity is a project on research integrity education, funded by the EU's Horizon 2020 program. The project has created create campaign materials to help raise awareness about the importance of research integrity among secondary school students, undergraduate students, graduate students and young researchers. Materials are based on the European Code of Conduct for Research Integrity and include posters, postcards, leaflets, booklets and videos, many of which are not only available in English, but also in Bulgarian, Spanish, Catalan, Danish, German and Polish). Many of the materials rely on prominent researchers as role models to inspire pupils, students and young researchers to strive for integrity in their own work.
|Important Because=Opportunities to educate about research integrity are not limited to classrooms. Informal learning paths matter, too, and are are hitherto underutilized resource to foster a culture of research integrity. The Path2Integrity campaign contributes to filling this gap by enabling educational institutions to make research integrity visible in the everyday life of pupils, students and researchers.
|Important For=Academic institutions; All stakeholders in research; Bachelor students; Doctoral students; Early career researchers; Educators; Everyone; Graduate and postgraduate students; Graduate students; High school students; Junior researchers; Master students; PhD students; Postgraduate students; Secondary school students; Teachers; Undergraduate students; Universities; Universities of Applied Sciences
}}
{{Link
|Has Link=https://path2integrity.eu/campaign-materials
}}
{{Related To
|Related To Theme=Theme:721dc5c7-8e47-41ca-a7b8-73d6a225c3c3
}}
{{Tags
|Involves=Path2Integrity
}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2021-02-05T13:06:06Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=These instructions provide information on how to obtain the VIRT2UE training certificate.
|Has Requirements=This material is part of the VIRT2UE train the trainer program and is meant for trainers and trainees involved in the training.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By registering for the VIRT2UE train-the-trainer program participants have the opportunity to become certified research integrity trainers. The certificate confirms that they are didactically skilled research integrity trainers. Participants receive the certificate when they have completed the online and the face-to-face courses and trained ten further researchers.

Ideally, trainees should participate in all training sessions, practice the five exercises in the interim period between the meetings, and train 10 further researchers in at least three of the five exercises. However, these requirements can be adapted if necessary (for example in small research communities where it is difficult to find 10 interested researchers to train) and it is at the discretion of the trainer if a trainee has completed enough of the course to merit the certificate. If they feel confident about their skills, trainees can already train 10 further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises.
}}
{{Instruction Step Trainee
|Instruction Step Title=Complete the 60 hour VIRT2UE course
|Instruction Step Text=As a trainee, you must complete the three online modules and attend the sessions in you will learn how to facilitate the five participatory exercises.

If you miss a session due to illness or other obligations, we ask you to attend the ‘practice’ of the exercise that was the focus of the session conducted by one of your course mates and also practice facilitating the exercise yourself. Afterwards, you reflect on your experience by filling in the reflection form.
}}
{{Instruction Step Trainee
|Instruction Step Title=Train 10 researchers in the VIRT2UE approach
|Instruction Step Text=In order to gain the VIRT2UE certificate, you need to train 10 researchers in the VIRT2UE approach. The VIRT2UE program consists of three online modules and five participatory exercises. We consider it sufficient if you train 10 researchers in 3 out of the 5 participatory exercises - this would provide the researchers a firm grounding in a virtue ethics approach to research integrity.

The training of 10 researchers can be completed as part of the 'practice' of the participatory exercises during the program, or after the program has finished.

It is possible to provide participating researchers with further information so that they can go on to become trainers themselves. This is optional, and you do not need to do this to obtain the VIRT2UE certificate. If you would indeed like to train people to become trainers, then you must ensure that your trainees read the VIRT2UE guide for trainers on The Embassy of Good Science (in addition to the one for trainees) and attend an additional session to exchange experiences of facilitating the exercises. If necessary, this exchange of experiences can be replaced by a written exercise, peer coaching and/or a video conference if an in-person meeting is not possible (for example, during the pandemic).
}}
{{Instruction Step Trainee
|Instruction Step Title=Discuss assignments and achievements with your trainer
|Instruction Step Text=After completing the training and after having trained 10 researchers (time investment 60 h) you are eligible to receive the 'Trainer' certificate from the VIRT2UE consortium. Please discuss with your trainer to check that you have indeed met all of the course requirements.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=To obtain the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:

 

*An overview table of tasks completed: https://public.3.basecamp.com/p/s86AXByFGri8GHTNQhhUKDDE
*Reflection forms detailing your experiences facilitating the participatory exercises : [https://public.3.basecamp.com/p/TdSPxdni4nPpEeLaVrNmtZMk Reflection form]
*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration)

You should also include the address you would like the certificate sent to (this can be a work or home address)!
}}
{{Instruction Remarks Trainee
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research program under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=In order to become certified VIRT2UE trainers, trainees need to complete the online and the face-to-face courses and train ten further researchers. The training of ten further researchers can be completed during or after the duration of the program.
|Has Practical Tips=Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted (if necessary) as follows:

'''1) Training other trainers'''

The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary.

If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. For didactical reasons it is recommend to first practice the exercises before organizing a full training, yet the decision is up to trainees.

'''2) Second face to face meeting'''

The second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for a trainee. Trainees need to provide compelling reasons if they would like to be exempted from taking part in the second face to face meeting.
}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to send you their learning portfolios, including:

1) evidence that they have trained 10 researchers (screenshot of video conference tool/attendance sheet/attendance declaration);

2) an overview of tasks completed;

3) reflection forms detailing their experiences facilitating the 5 participatory exercises.

You may distribute [https://public.3.basecamp.com/p/s86AXByFGri8GHTNQhhUKDDE this table] which can be used to create an overview of tasks completed.

The certificate confirms that they are didactically skilled research integrity experts.
}}
{{Instruction Remarks Trainer
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:93e9ea5c-0af8-4b3c-9923-487e1d97048f;Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3;Instruction:Bb064d3d-2ee3-4357-be3b-f08fa2bee9da;Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2021-02-05T09:50:57Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=These instructions provide information on how to obtain the VIRT2UE training certificate.
|Has Requirements=This material is part of the VIRT2UE train the trainer program and is meant for trainers and trainees involved in the training.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By registering for the VIRT2UE train-the-trainer program participants have the opportunity to become certified research integrity trainers. The certificate confirms that they are didactically skilled research integrity trainers. Participants receive the certificate when they have completed the online and the face-to-face courses and trained ten further researchers.

Ideally, trainees should participate in all training sessions, practice the five exercises in the interim period between the meetings, and train 10 further researchers in at least three of the five exercises. However, these requirements can be adapted if necessary (for example in small research communities where it is difficult to find 10 interested researchers to train) and it is at the discretion of the trainer if a trainee has completed enough of the course to merit the certificate. If they feel confident about their skills, trainees can already train 10 further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises.
}}
{{Instruction Step Trainee
|Instruction Step Title=Complete the 60 hour VIRT2UE course
|Instruction Step Text=As a trainee, you must complete the three online modules and attend the sessions in you will learn how to facilitate the five participatory exercises.

If you miss a session due to illness or other obligations, we ask you to attend the ‘practice’ of the exercise that was the focus of the session conducted by one of your course mates and also practice facilitating the exercise yourself. Afterwards, you reflect on your experience by filling in the reflection form.
}}
{{Instruction Step Trainee
|Instruction Step Title=Train 10 researchers in the VIRT2UE approach
|Instruction Step Text=In order to gain the VIRT2UE certificate, you need to train 10 researchers in the VIRT2UE approach. The VIRT2UE program consists of three online modules and five participatory exercises. We consider it sufficient if you train 10 researchers in 3 out of the 5 participatory exercises - this would provide the researchers a firm grounding in a virtue ethics approach to research integrity.

The training of 10 researchers can be completed as part of the 'practice' of the participatory exercises during the program, or after the program has finished.

It is possible to provide participating researchers with further information so that they can go on to become trainers themselves. This is optional, and you do not need to do this to obtain the VIRT2UE certificate. If you would indeed like to train people to become trainers, then you must ensure that your trainees read the VIRT2UE guide for trainers on The Embassy of Good Science (in addition to the one for trainees) and attend an additional session to exchange experiences of facilitating the exercises. If necessary, this exchange of experiences can be replaced by a written exercise, peer coaching and/or a video conference if an in-person meeting is not possible (for example, during the pandemic).
}}
{{Instruction Step Trainee
|Instruction Step Title=Discuss assignments and achievements with your trainer
|Instruction Step Text=After completing the training and after having trained 10 researchers (time investment 60 h) you are eligible to receive the 'Trainer' certificate from the VIRT2UE consortium. Please discuss with your trainer to check that you have indeed met all of the course requirements.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=To obtain the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:

 

*An overview table of tasks completed: https://public.3.basecamp.com/p/s86AXByFGri8GHTNQhhUKDDE
*Reflection forms detailing your experiences facilitating the participatory exercises : [https://public.3.basecamp.com/p/TdSPxdni4nPpEeLaVrNmtZMk Practice in between FtF sessions and self reflection form.pdf - Virt2ue training materials]
*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration)

You should also include the address you would like the certificate sent to (this can be a work or home address)!
}}
{{Instruction Remarks Trainee
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research program under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=In order to become certified VIRT2UE trainers, trainees need to complete the online and the face-to-face courses and train ten further researchers. The training of ten further researchers can be completed during or after the duration of the program.
|Has Practical Tips=Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted (if necessary) as follows:

'''1) Training other trainers'''

The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary.

If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. For didactical reasons it is recommend to first practice the exercises before organizing a full training, yet the decision is up to trainees.

'''2) Second face to face meeting'''

The second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for a trainee. Trainees need to provide compelling reasons if they would like to be exempted from taking part in the second face to face meeting.
}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to send you their learning portfolios, including:

1) evidence that they have trained 10 researchers (screenshot of video conference tool/attendance sheet/attendance declaration);

2) an overview of tasks completed;

3) reflection forms detailing their experiences facilitating the 5 participatory exercises.

You may distribute [https://public.3.basecamp.com/p/s86AXByFGri8GHTNQhhUKDDE this table] which can be used to create an overview of tasks completed.

The certificate confirms that they are didactically skilled research integrity experts.
}}
{{Instruction Remarks Trainer
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:93e9ea5c-0af8-4b3c-9923-487e1d97048f;Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3;Instruction:Bb064d3d-2ee3-4357-be3b-f08fa2bee9da;Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2020-12-10T17:29:26Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=Obtain the VIRT2UE trainer certificate
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Discuss assignments and achievements with your trainer
|Instruction Step Text=After completing the training and after having trained 10 researchers (time investment 60 h) you are eligible to receive the 'Trainer' certificate from the VIRT2UE consortium. Please discuss with your trainer to check that you have indeed met all of the course requirements.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=To obtain the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:

 

*An overview table of tasks completed: https://public.3.basecamp.com/p/s86AXByFGri8GHTNQhhUKDDE
*Reflection forms detailing your experiences facilitating the participatory exercises : [https://public.3.basecamp.com/p/xe8B2GSSsXhkRDgVzxyefEag Practice in between FtF sessions and self reflection form.pdf - Virt2ue training materials]
*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration)

You should also include the address you would like the certificate sent to (this can be a work or home address)!
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to send you their learning portfolios, including 1) an overview of tasks completed, 2) reflection forms detailing their experiences facilitating the participatory exercises, 3) evidence that they have trained 10 researchers (screenshot of video conference tool/attendance sheet/attendance declaration).

The certificate confirms that they are didactically skilled research integrity trainers.

Ensure that the certificate is sent to the address they trainee has provided.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:93e9ea5c-0af8-4b3c-9923-487e1d97048f;Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3;Instruction:Bb064d3d-2ee3-4357-be3b-f08fa2bee9da;Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2020-12-10T17:28:32Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=Receive the VIRT2UE trainer certificate
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Discuss assignments and achievements with your trainer
|Instruction Step Text=After completing the training and after having trained 10 researchers (time investment 60 h) you are eligible to receive the 'Trainer' certificate from the VIRT2UE consortium. Please discuss with your trainer to check that you have indeed met all of the course requirements.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=To obtain the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:

 

*An overview table of tasks completed: https://public.3.basecamp.com/p/s86AXByFGri8GHTNQhhUKDDE
*Reflection forms detailing your experiences facilitating the participatory exercises : [https://public.3.basecamp.com/p/xe8B2GSSsXhkRDgVzxyefEag Practice in between FtF sessions and self reflection form.pdf - Virt2ue training materials]
*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration)

You should also include the address you would like the certificate sent to (this can be a work or home address)!
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to send you their learning portfolios, including 1) an overview of tasks completed, 2) reflection forms detailing their experiences facilitating the participatory exercises, 3) evidence that they have trained 10 researchers (screenshot of video conference tool/attendance sheet/attendance declaration).

The certificate confirms that they are didactically skilled research integrity trainers.

Ensure that the certificate is sent to the address they trainee has provided.
}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:93e9ea5c-0af8-4b3c-9923-487e1d97048f;Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3;Instruction:Bb064d3d-2ee3-4357-be3b-f08fa2bee9da;Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2020-12-08T16:37:33Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=These instructions provide information on how to obtain the VIRT2UE training certificate.
|Has Requirements=This material is part of the VIRT2UE train the trainer program and is meant for trainers and trainees involved in the training.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By registering for the VIRT2UE train-the-trainer program participants have the opportunity to become certified research integrity trainers. The certificate confirms that they are didactically skilled research integrity experts. Participants receive the certificate when they have completed the online and the face-to-face courses and trained ten further researchers.

Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train 10 further researchers afterwards. However, this structure can be adapted if necessary. Adaptations may concern the timing of the training of 10 further researchers and the second face-to-face meeting. If they feel confident about their skills, trainees can already train 10 further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. 
|Has Practical Tips='''Training trainers'''

The training of 10 further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary. We encourage participants to decide for the first option to enhance research integrity teaching capacities.

'''Second face to face meeting'''

If necessary, the second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for you. Due to didactical considerations it is highly recommended that you attend the second face-to-face meeting. You need to provide compelling reasons if you would like to be exempted from this requirement.
}}
{{Instruction Step Trainee
|Instruction Step Title=Discuss assignments and achievements with your trainer
|Instruction Step Text=After completing the training and after having trained 10 trainers, or researchers who have the potential to become trainers (time investment 60 h) you will receive a certificate by the VIRT2UE consortium.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=To obtain a the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:

*An overview table of tasks completed
*Reflection forms detailing their experiences facilitating the five participatory exercises
*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration)

Your trainer will provide you with a template.
}}
{{Instruction Remarks Trainee
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=In order to become certified VIRT2UE trainers, trainees need to complete the online and the face-to-face courses and train ten further researchers. The training of ten further researchers can be completed during or after the duration of the program.
|Has Practical Tips=Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted (if necessary) as follows:

'''1) Training other trainers'''

The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary.

If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. For didactical reasons it is recommend to first practice the exercises before organizing a full training, yet the decision is up to trainees.

'''2) Second face to face meeting'''

The second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for a trainee. Trainees need to provide compelling reasons if they would like to be exempted from taking part in the second face to face meeting.
}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to send you their learning portfolios, including 1) evidence that they have trained 10 researchers (screenshot of video conference tool/attendance sheet/attendance declaration), 2) an overview of tasks completed, and 3) reflection forms detailing their experiences facilitating the 5 participatory exercises.

The certificate confirms that they are didactically skilled research integrity experts.
}}
{{Instruction Remarks Trainer
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Instruction=Instruction:93e9ea5c-0af8-4b3c-9923-487e1d97048f;Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3;Instruction:Bb064d3d-2ee3-4357-be3b-f08fa2bee9da;Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2020-12-08T16:33:41Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=These instructions provide information on how to obtain the VIRT2UE training certificate.
|Has Requirements=This material is part of the VIRT2UE train the trainer program and is meant for trainers and trainees involved in the training.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By registering for the VIRT2UE train-the-trainer program participants have the opportunity to become certified research integrity trainers. The certificate confirms that they are didactically skilled research integrity experts. Participants receive the certificate when they have completed the online and the face-to-face courses and trained ten further researchers.

Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train 10 further researchers afterwards. However, this structure can be adapted if necessary. Adaptations may concern the timing of the training of 10 further researchers and the second face-to-face meeting. If they feel confident about their skills, trainees can already train 10 further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. 
|Has Practical Tips='''Training trainers'''

The training of 10 further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary. We encourage participants to decide for the first option to enhance research integrity teaching capacities.

'''Second face to face meeting'''

If necessary, the second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for you. Due to didactical considerations it is highly recommended that you attend the second face-to-face meeting. You need to provide compelling reasons if you would like to be exempted from this requirement.
}}
{{Instruction Step Trainee
|Instruction Step Title=Discuss assignments and achievements with your trainer
|Instruction Step Text=After completing the training and after having trained 10 trainers, or researchers who have the potential to become trainers (time investment 60 h) you will receive a certificate by the VIRT2UE consortium.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=To obtain a the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:

*An overview table of tasks completed
*Reflection forms detailing their experiences facilitating the five participatory exercises
*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration)

Your trainer will provide you with a template.
}}
{{Instruction Remarks Trainee
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=In order to become certified VIRT2UE trainers, trainees need to complete the online and the face-to-face courses and train ten further researchers. The training of ten further researchers can be completed during or after the duration of the program.
|Has Practical Tips=Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted (if necessary) as follows:

'''1) Training other trainers'''

The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary.

If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. For didactical reasons it is recommend to first practice the exercises before organizing a full training, yet the decision is up to trainees.

'''2) Second face to face meeting'''

The second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for a trainee. Trainees need to provide compelling reasons if they would like to be exempted from taking part in the second face to face meeting.
}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to certify the fact that they have completed the requirements and issue the certificate. The program is based on mutual trust and does not include any tests.

The certificate confirms that they are didactically skilled research integrity experts.
}}
{{Instruction Remarks Trainer
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Instruction=Instruction:93e9ea5c-0af8-4b3c-9923-487e1d97048f;Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3;Instruction:Bb064d3d-2ee3-4357-be3b-f08fa2bee9da;Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2020-12-08T16:32:51Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=These instructions provide information on how to obtain the VIRT2UE training certificate.
|Has Requirements=This material is part of the VIRT2UE train the trainer program and is meant for trainers and trainees involved in the training.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By registering for the VIRT2UE train-the-trainer program participants have the opportunity to become certified research integrity trainers. The certificate confirms that they are didactically skilled research integrity experts. Participants receive the certificate when they have completed the online and the face-to-face courses and trained ten further researchers.

Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train 10 further researchers afterwards. However, this structure can be adapted if necessary. Adaptations may concern the timing of the training of 10 further researchers and the second face-to-face meeting. If they feel confident about their skills, trainees can already train 10 further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. 
|Has Practical Tips='''Training trainers'''

The training of 10 further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary. We encourage participants to decide for the first option to enhance research integrity teaching capacities.

'''Second face to face meeting'''

If necessary, the second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for you. Due to didactical considerations it is highly recommended that you attend the second face-to-face meeting. You need to provide compelling reasons if you would like to be exempted from this requirement.
}}
{{Instruction Step Trainee
|Instruction Step Title=Discuss assignments and achievements with your trainer
|Instruction Step Text=After completing the training and after having trained 10 trainers, or researchers who have the potential to become trainers (time investment 60 h) you will receive a certificate by the VIRT2UE consortium.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=To obtain a the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:

*An overview table of tasks completed
*Reflection forms detailing their experiences facilitating the five participatory exercises
*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration

Your trainer will provide you with a template.
}}
{{Instruction Remarks Trainee
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=In order to become certified VIRT2UE trainers, trainees need to complete the online and the face-to-face courses and train ten further researchers. The training of ten further researchers can be completed during or after the duration of the program.
|Has Practical Tips=Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted (if necessary) as follows:

'''1) Training other trainers'''

The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary.

If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. For didactical reasons it is recommend to first practice the exercises before organizing a full training, yet the decision is up to trainees.

'''2) Second face to face meeting'''

The second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for a trainee. Trainees need to provide compelling reasons if they would like to be exempted from taking part in the second face to face meeting.
}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to certify the fact that they have completed the requirements and issue the certificate. The program is based on mutual trust and does not include any tests.

The certificate confirms that they are didactically skilled research integrity experts.
}}
{{Instruction Remarks Trainer
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Instruction=Instruction:93e9ea5c-0af8-4b3c-9923-487e1d97048f;Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3;Instruction:Bb064d3d-2ee3-4357-be3b-f08fa2bee9da;Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2020-12-08T16:32:15Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=These instructions provide information on how to obtain the VIRT2UE training certificate.
|Has Requirements=This material is part of the VIRT2UE train the trainer program and is meant for trainers and trainees involved in the training.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By registering for the VIRT2UE train-the-trainer program participants have the opportunity to become certified research integrity trainers. The certificate confirms that they are didactically skilled research integrity experts. Participants receive the certificate when they have completed the online and the face-to-face courses and trained ten further researchers.

Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train 10 further researchers afterwards. However, this structure can be adapted if necessary. Adaptations may concern the timing of the training of 10 further researchers and the second face-to-face meeting. If they feel confident about their skills, trainees can already train 10 further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. 
|Has Practical Tips='''Training trainers'''

The training of 10 further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary. We encourage participants to decide for the first option to enhance research integrity teaching capacities.

'''Second face to face meeting'''

If necessary, the second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for you. Due to didactical considerations it is highly recommended that you attend the second face-to-face meeting. You need to provide compelling reasons if you would like to be exempted from this requirement.
}}
{{Instruction Step Trainee
|Instruction Step Title=Discuss assignments and achievements with your trainer
|Instruction Step Text=After completing the training and after having trained 10 trainers, or researchers who have the potential to become trainers (time investment 60 h) you will receive a certificate by the VIRT2UE consortium.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=To obtain a the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:

*An overview table of tasks completed
*Reflection forms detailing their experiences facilitating the five participatory exercises
*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration

Your trainer will provide you with a template.
}}
{{Instruction Remarks Trainee
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=In order to become certified VIRT2UE trainers, trainees need to complete the online and the face-to-face courses and train ten further researchers. The training of ten further researchers can be completed during or after the duration of the program.
|Has Practical Tips=Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted (if necessary) as follows:

'''1) Training other trainers'''

The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary.

If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. For didactical reasons it is recommend to first practice the exercises before organizing a full training, yet the decision is up to trainees.

'''2) Second face to face meeting'''

The second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for a trainee. Trainees need to provide compelling reasons if they would like to be exempted from taking part in the second face to face meeting.
}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to certify the fact that they have completed the requirements and issue the certificate. The program is based on mutual trust and does not include any tests.

The certificate confirms that they are didactically skilled research integrity experts.
}}
{{Instruction Remarks Trainer
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Instruction=Instruction:93e9ea5c-0af8-4b3c-9923-487e1d97048f;Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3;Instruction:Bb064d3d-2ee3-4357-be3b-f08fa2bee9da;Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2020-12-08T16:31:46Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=These instructions provide information on how to obtain the VIRT2UE training certificate.
|Has Requirements=This material is part of the VIRT2UE train the trainer program and is meant for trainers and trainees involved in the training.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By registering for the VIRT2UE train-the-trainer program participants have the opportunity to become certified research integrity trainers. The certificate confirms that they are didactically skilled research integrity experts. Participants receive the certificate when they have completed the online and the face-to-face courses and trained ten further researchers.

Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train 10 further researchers afterwards. However, this structure can be adapted if necessary. Adaptations may concern the timing of the training of 10 further researchers and the second face-to-face meeting. If they feel confident about their skills, trainees can already train 10 further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. 
|Has Practical Tips='''Training trainers'''

The training of 10 further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary. We encourage participants to decide for the first option to enhance research integrity teaching capacities.

'''Second face to face meeting'''

If necessary, the second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for you. Due to didactical considerations it is highly recommended that you attend the second face-to-face meeting. You need to provide compelling reasons if you would like to be exempted from this requirement.
}}
{{Instruction Step Trainee
|Instruction Step Title=Discuss assignments and achievements with your trainer
|Instruction Step Text=After completing the training and after having trained 10 trainers, or researchers who have the potential to become trainers (time investment 60 h) you will receive a certificate by the VIRT2UE consortium.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=To obtain a the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:

* An overview table of tasks completed
* Reflection forms detailing their experiences facilitating the five participatory exercises
* Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration

Your trainer will provide you with a template.
}}
{{Instruction Remarks Trainee
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=In order to become certified VIRT2UE trainers, trainees need to complete the online and the face-to-face courses and train ten further researchers. The training of ten further researchers can be completed during or after the duration of the program.
|Has Practical Tips=Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted (if necessary) as follows:

'''1) Training other trainers'''

The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary.

If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. For didactical reasons it is recommend to first practice the exercises before organizing a full training, yet the decision is up to trainees.

'''2) Second face to face meeting'''

The second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for a trainee. Trainees need to provide compelling reasons if they would like to be exempted from taking part in the second face to face meeting.
}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to certify the fact that they have completed the requirements and issue the certificate. The program is based on mutual trust and does not include any tests.

The certificate confirms that they are didactically skilled research integrity experts.
}}
{{Instruction Remarks Trainer
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Instruction=Instruction:93e9ea5c-0af8-4b3c-9923-487e1d97048f;Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3;Instruction:Bb064d3d-2ee3-4357-be3b-f08fa2bee9da;Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2020-10-23T13:39:48Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=These instructions provide information on how to obtain the VIRT2UE training certificate.
|Has Requirements=This material is part of the VIRT2UE train the trainer program and is meant for trainers and trainees involved in the training.
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By registering for the VIRT2UE train-the-trainer program participants have the opportunity to become certified research integrity trainers. The certificate confirms that they are didactically skilled research integrity experts. Participants receive the certificate when they have completed the online and the face-to-face courses and trained ten further researchers.

Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted if necessary. Adaptations may concern the timing of the training of ten further researchers and the second face-to-face meeting. If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. 
|Has Practical Tips=The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary. We encourage participants to decide for the first option to enhance research integrity teaching capacities.
}}
{{Instruction Step Trainee
|Instruction Step Title=Complete the online course - 4h
|Instruction Step Text=Take the online modules.
}}
{{Instruction Step Trainee
|Instruction Step Title=Complete the assignments and readings for the first face-to-face session – 5h
|Instruction Step Text=Read the assigned materials and complete the assignments.
}}
{{Instruction Step Trainee
|Instruction Step Title=Participate in the first face-to-face (participatory) session – 16h
|Instruction Step Text=Join the (face to face) group sessions.
}}
{{Instruction Step Trainee
|Instruction Step Title=Practice your training skills - 27 h
|Instruction Step Text=Facilitate the exercises in your own context.
}}
{{Instruction Step Trainee
|Instruction Step Title=Participate in the second face-to-face session – 8h
|Instruction Step Text=Ideally you join your fellow trainees and trainers for the last day of the training.

However, if necessary, the second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for you. Due to didactical considerations it is highly recommended that you attend the second face-to-face meeting. You need to provide compelling reasons if you would like to be exempted from this requirement.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=The program is based on mutual trust and does not include any tests.

Trainers trust you to honour commitments and you can expect Trainers to do the same. After completing the training and after having trained 10 trainers, or researchers who have the potential to become trainers (time investment 60 h) you receive a certificate by the VIRT2UE consortium.
}}
{{Instruction Remarks Trainee
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=In order to become certified VIRT2UE trainers, trainees need to complete the online and the face-to-face courses and train ten further researchers. The training of ten further researchers can be completed during or after the duration of the program.
|Has Practical Tips=Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted (if necessary) as follows:

'''1) Training other trainers'''

The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary.

If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. For didactical reasons it is recommend to first practice the exercises before organizing a full training, yet the decision is up to trainees.

'''2) Second face to face meeting'''

The second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for a trainee. Trainees need to provide compelling reasons if they would like to be exempted from taking part in the second face to face meeting.
}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to certify the fact that they have completed the requirements and issue the certificate. The program is based on mutual trust and does not include any tests.

The certificate confirms that they are didactically skilled research integrity experts.
}}
{{Instruction Remarks Trainer
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd

2020-10-23T13:23:18Z

0000-0002-9460-0896:

{{Instruction
|Title=Certification
|Instruction Goal=These instructions provide information on how to obtain the VIRT2UE training certificate.
|Has Requirements=This material is part of the VIRT2UE train the trainer program and is meant for trainers and trainees involved in the training.
|Important For=Research integrity trainers; Trainers in training
|Has Method=Blended learning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By registering for the VIRT2UE train-the-trainer program participants have the opportunity to become certified research integrity trainers. The certificate confirms that they are didactically skilled research integrity experts. Participants receive the certificate when they have completed the online and the face-to-face courses and trained ten further researchers.

Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted if necessary. Adaptations may concern the timing of the training of ten further researchers and the second face-to-face meeting. If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. 
|Has Practical Tips=The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary. We encourage participants to decide for the first option to enhance research integrity teaching capacities.
}}
{{Instruction Step Trainee
|Instruction Step Title=Complete the online course - 4h
|Instruction Step Text=Take the online modules.
}}
{{Instruction Step Trainee
|Instruction Step Title=Complete the assignments and readings for the first face-to-face session – 5h
|Instruction Step Text=Read the assigned materials and complete the assignments.
}}
{{Instruction Step Trainee
|Instruction Step Title=Participate in the first face-to-face (participatory) session – 16h
|Instruction Step Text=Join the (face to face) group sessions.
}}
{{Instruction Step Trainee
|Instruction Step Title=Practice your training skills - 27 h
|Instruction Step Text=Facilitate the exercises in your own context.
}}
{{Instruction Step Trainee
|Instruction Step Title=Participate in the second face-to-face session – 8h
|Instruction Step Text=Ideally you join your fellow trainees and trainers for the last day of the training.

However, if necessary, the second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for you. Due to didactical considerations it is highly recommended that you attend the second face-to-face meeting. You need to provide compelling reasons if you would like to be exempted from this requirement.
}}
{{Instruction Step Trainee
|Instruction Step Title=Obtain the certificate
|Instruction Step Text=The program is based on mutual trust and does not include any tests.

Trainers trust you to honour commitments and you can expect Trainers to do the same. After completing the training and after having trained 10 trainers, or researchers who have the potential to become trainers (time investment 60 h) you receive a certificate by the VIRT2UE consortium.
}}
{{Instruction Remarks Trainee
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=In order to become certified VIRT2UE trainers, trainees need to completed the online and the face-to-face courses and trained ten further researchers. The training of 10 further researchers can be completed during or after the duration of the program.
|Has Practical Tips=Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted (if necessary) as follows:

'''1) Training other trainers'''

The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary.

If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. For didactical reasons it is recommend to first practice the exercises before organizing a full training, yet leave the decision up to trainees.

'''2) Second face to face meeting'''

The second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for a trainee. Trainees need to provide compelling reasons if they would like to be exempted from taking part in the second face to face meeting.
}}
{{Instruction Step Trainer
|Instruction Step Title=Issue training certificate
|Instruction Step Text=Ask trainees to certify the fact that they have completed the requirements and issue the certificate. The program is based on mutual trust and does not include any tests.

The certificate confirms that they are didactically skilled research integrity experts.
}}
{{Instruction Remarks Trainer
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Theme:9cc6d88e-a142-4741-834f-5d6aa7d06e3f

2020-10-08T06:59:31Z

0000-0002-9460-0896:

{{Theme
|Theme Type=Good Practices
|Has Parent Theme=Theme:9ac8c1db-f98b-41ee-858d-a8c93a647108
|Title=Research ethics committee members' skills
|Is About=In order to assess the ethical dimensions of research projects, members of research ethics committees (RECs) need expertise. But what skills constitute expertise? The European Network of Research Ethics and Research Integrity (ENERI) <ref>European Network of Research Ethics and Research Integrity. Available at: http://eneri.eu/. Accessed June 2019</ref> has identified crucial skills research ethics and research integrity experts should have. Four sets of skills can be distinguished: 1) hard skills, 2) soft skills, 3) process skills, and 4) emotional skills. While only some hard skills are necessary for conferring expert status to an individual, RECs benefit from memberships with diverse skill sets.
<references />
|Important Because=Nowadays not only research projects on the biomedical sciences, but increasingly also research projects in various other disciplines, like psychology or education, require ethical review. For that reason, RECs will continue to play an important role in ethical research governance. Hence, an important question is which skills REC members should ideally have.

Conducting thorough ethical reviews of research projects not only presupposes sufficient disciplinary expertise to understand proposed research designs and methodologies, but also skills crucial for delivering practical recommendations that accord with prevalent social norms. Moreover, skills conducive to maintaining dialogical attitudes among all REC members certainly are beneficial as RECs modus operandi is deliberation. Consequently, systematizing these skills is helpful for setting up effective RECs and selecting members according to transparent criteria.
|Important For=Ethics committee members; Research Ethics Committees
|Has Best Practice=ENERI has recently published an insightful policy brief on what makes a research ethics and research integrity expert. Based on a participatory research design culminating in a series of consensus conferences with 50 stakeholders from various positions within or close to academia, ENERI has found the following skills to be particularly useful for REC members:

*hard skills:
**comprehensive knowledge of relevant guidelines, regulations, and laws
*experience with ethical assessments or academic qualifications in relevant disciplines, like philosophy or law
*research experience
*legal expertise
*analytical skills
*the ability to think critically

*soft skills:
**communicative skills
*interpersonal skills
*attention to detail
*the ability to manage and resolve conflicts
*the ability to work collaboratively

*process skills:
**administrative and management skills
*decision-making skills
*the ability to transform abstract theoretical ideas into practical recommendations

*emotional skills:
**open mindedness
*independence
*awareness of social norms and the likely consequences of breaching them
*personal commitment

According to ENERI, RE experts individually inevitably need hard skills, but do not necessarily have to possess all soft skills, process skills, and emotional skills. However, all soft skills, process skills, and emotional skills should be present on the institutional level in RECs which, therefore, should have a diverse membership with complementary skills.

The role of the chair role is particularly crucial. The chair needs to have broad soft skills, process skills, and emotional skills to guarantee that all represented perspectives are included in assessment, review, and advice procedures. Hence, chairpersons need more skills than ordinary board members due to the pivotal position they occupy in organizing inclusive deliberations.
|Has Reference=a
}}
{{Related To
|Related To Resource=Resource:258ceb8e-5a4c-483d-a7ec-250ff7316470;Resource:Afa6fbcc-ff3a-4c8e-985e-025f6f80ef81;Resource:7cf8781e-4fcf-41d5-956f-82701e830399
|Related To Theme=Theme:8c79e235-8481-45ea-bb57-c744dedbbb8a;Theme:9ac8c1db-f98b-41ee-858d-a8c93a647108;Theme:B4f3369c-e0ac-4cf5-acd9-cb2a6c11181d
}}
{{Tags
|Has Virtue And Value=Reliability
|Has Good Practice And Misconduct=Ethics
}}

Resource:2d6815c1-ff35-47c8-aa1a-4cc1d4a56cb9

2020-08-26T08:27:31Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Local resources on improving science: basic study
|Is About=This is a course developed by the Medical Neuroscience Program at Charité Berlin that illustrates why it is important to do good science as a PhD student, and provides guidance on how to do so. The educational resource provides the teaching materials and toolbox that instructors have used in last year's course for early career researchers.
|Important Because=PhD students learn how to do research from principal investigators (PIs). However, science often progresses very rapidly, and not all PIs are always aware of the most recent developments and new perspectives. To remedy this problem, the course provides early career researchers with tools for self-learning that help them to navigate competently and confidently through scientific fields characterized by rapid progress and change.
|Important For=PhD Students; Postdocs; ECR
}}
{{Link
|Has Link=https://osf.io/sjqp7/
}}
{{Related To}}
{{Tags
|Involves=Charite Berlin
|Has Location=Germany; Berlin
|Has Virtue And Value=Reliability
}}

Resource:2d6815c1-ff35-47c8-aa1a-4cc1d4a56cb9

2020-08-26T08:25:19Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=Local resources on improving science: basic study
|Is About=This is a course developed by the Medical Neuroscience Program at Charite that illustrates why it is important to do good science as a PhD student and provides guidance on how to do so. The educational resource provides the teaching materials and toolbox that instructors have used in last year's course for early career researchers.
|Important Because=PhD students learn how to do research from principal investigators (PIs). However, science often progresses very rapidly, and not all PIs are always aware of the most recent developments and new perspectives. To remedy this problem, the course provides early career researchers with tools for self-learning that help them to navigate competently and confidently through scientific fields characterized by rapid progress and change.
|Important For=PhD Students; Postdocs; ECR
}}
{{Link
|Has Link=https://osf.io/sjqp7/
}}
{{Related To}}
{{Tags
|Involves=Charite Berlin
|Has Location=Germany; Berlin
|Has Virtue And Value=Reliability
}}

Theme:D44fd22a-ed5d-4120-a78b-8881747131fd

2020-08-26T08:13:09Z

0000-0002-9460-0896:

{{Theme
|Theme Type=Good Practices
|Has Parent Theme=Theme:B14a910a-3bc4-40ff-a0e6-eb7119f51ed9
|Title=Research with humans
|Is About=In research with humans, human beings are not only researchers, but also the main subjects of research. Such research can be observational or interventional, and can be medical (including biology, physiology, and clinical trials) or non-medical (social science, political science). Because of ethical issues arising from human research, this area is heavily regulated, to protect the rights and dignity of research participants. <ref>World Medical Association Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects. World Medical Association Declaration of Helsinki Special Communication. JAMA. 2013;310(20):2191-4.</ref>
<references />
|Important Because=New drugs and procedures require detailed testing before being put into use. While a lot can be answered using in vitro experiments and animal testing, testing on humans is necessary in order to verify the safety and efficacy of novel treatments.
|Important For=phd students; Researchers
|Has Best Practice=Throughout history, multiple violations of ethical principles in human research have happened. Most known and most widely publicized are experiments done by Nazis and Japanese during the WW2. In the aftermath of the WW2, the Nuremberg Code was published to provide basic guidelines in human research. <ref>Moreno JD, Schmidt U, Joffe S. The Nuremberg Code 70 Years Later. Jama. 2017;318(9):795-6. Epub 2017/08/18.</ref> To further improve ethics of human research, the World Medical Association developed the Declaration of Helsinki in 1964. <ref>Tyebkhan G. Declaration of Helsinki: the ethical cornerstone of human clinical research. Indian J Dermatol Venereol Leprol. 2003;69(3):245-7.</ref> While providing some guidance, they did not eradicate research misconduct. In the United States, a huge study was conducted to assess the impact of syphilis, and hundreds of participants were barred from seeking treatment in what was known as Tuskegee experiment. Following the public outcry, the Belmont report was published in 1978. <ref>Sims JM. A brief review of the Belmont report. Dimens Crit Care Nurs. 2010;29(4):173-4.</ref>

These documents set important standards in human research and provide the foundations of medical ethics. Some of the important points are respect for the person, personal autonomy (and informed consent), justice, and beneficence. <ref>Weise MV. Medical Ethics Made Easy. Prof Case Manag. 2016;21(2):88-94.</ref> Nowadays, different countries have different laws regarding clinical research, and these are closely related with ethical committees.
<references />
|Has Reference=a
}}
{{Related To
|Related To Resource=Resource:F7ed25ad-cfab-4040-b52f-596accc3c317;Resource:E1f32efa-98f0-4036-857b-441c15bb39da;Resource:A1f49b57-43f5-4ada-9119-5332e39679ae;Resource:05f04469-5834-4411-9217-c2551a0c745a;Resource:E9cd7ee1-bd54-4d5c-bdd9-786ef1c9f603
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}}
{{Tags
|Has Virtue And Value=Respect; Responsibility
|Has Good Practice And Misconduct=Research with Humans
}}

Theme:20f32f16-72a1-46f0-b9a6-24fac05b0937

2020-08-26T08:09:49Z

0000-0002-9460-0896:

{{Theme
|Theme Type=Good Practices
|Has Parent Theme=Theme:639528ea-d2c2-4565-8b44-15bb9646f74b
|Title=Image Integrity
|Is About=Digital image manipulation is very easy. You might be tempted to make an image more convincing, but simultaneously, no researcher with integrity wants to misrepresent their data. Image manipulation can be classified as scientific misconduct. It can be hard to find the ethical lines of what is and what is not allowed. Also, some images might look suspicious to you as a reviewer or journal editor. Luckily, comprehensive guidelines and tools exist.
|Important Because=Images often serve as primary data (e.g. cell biology). In other instances, they are key in making an article attractive to read or serve comprehensive purposes. Accordingly, images are often included in article abstracts. The information they carry is thus a vital part of research and should remain identical to what is observed in the experiment (Rossner & Yamada 2004).

Mike Rossner, Kenneth M. Yamada; What's in a picture? The temptation of image manipulation . J Cell Biol 5 July 2004; 166 (1): 11–15. doi: <nowiki>https://doi-org.vu-nl.idm.oclc.org/10.1083/jcb.200406019</nowiki>
|Important For=Researchers; students; Supervisors; Journal editors; Reviewers
|Has Best Practice=The KU Leuven has a dedicated webpage on image integrity. They identified some of the most important sources and tools regarding the subject (available at: https://www.kuleuven.be/english/research/integrity/practices/image-processing, accessed on 24-04-2020). As their page is very brief, a more elaborate description of what it contains, and additional sources, follow below.

Rossner & Yamada (2004) wrote a prominent article arguing for a standard for image integrity. Both working as editor for The Journals of Cell Biology, they noticed the discrepancy and wide range of guidelines journals gave to their authors (if any). To have a comprehensive overview, they propagate their own guidelines of the Journal of Cell biology. They write that, for every aspect of the guideline the main question is: “Is the image that results from this adjustment still an accurate representation of the original data?” (Rossner & Yamada 2004, p. 5). Whenever the answer is ‘no’, researchers should provide a detailed description of the adjustments, its purpose and the original image on request. If not, their actions might be regarded as misconduct.

A step-by-step translation of the abovementioned guideline is available at the website of American Journal Experts (at: https://www.aje.com/en/arc/avoiding-image-fraud-7-rules-editing-images/, accessed on 24-04-2020) and at the KU Leuven webpage. A similar guideline, and additional editorials on the subject, are given by the journal Nature on their editorial policies page (available at: https://www.nature.com/nature-research/editorial-policies/image-integrity, accessed on 24-04-2020).

The Center for Ethics and Values in the Sciences, of the university of Alabama at Birmingham, created a website for both students and researchers with much material regarding image integrity (available at: https://ori.hhs.gov/education/products/RIandImages/default.html, accessed on 24-04-2020). They provide guidelines with more in dept explanations and illustration videos, but also educational material such as case studies, discussion hand outs and a quiz.

The office of research integrity provides a tutorial on how to use ‘action sets’ in photoshop (available at: https://ori.hhs.gov/actions, accessed on 24-04-2020). They actions sets allow you to document the changes you make to the image and ‘slide’ (i.e. going back and forward) between all the steps you made. The process of the image you manipulated will hereby be completely transparent if you provide the ‘action set’ combine with a copy of the original image.

For those reviewing papers, a free open source program, called InspectJ, is available on GitHub to identify cloning, stitching, patching and erased objects within an image. An advanced version also provides histogram equalization and gamma correction for improved image inspections (both available at: https://github.com/ZMBH-Imaging-Facility/InspectJ, accessed on 24-04-2020)
}}
{{Related To
|Related To Resource=Resource:Ae1b3645-f7f2-4c55-a09d-c24935fd73db
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{{Tags
|Involves=INSPIRE
|Has Virtue And Value=Honesty; Reliability
}}

Resource:392b9794-681a-4860-881b-54569a35b9f3

2020-08-26T08:07:33Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Guidelines
|Title=Netherlands Code of Conduct for Research Integrity
|Is About=NWO adheres to the Netherlands Code of Conduct for Research Integrity as the guiding principle for its integrity policy. The Code of Conduct has entered into force on 1 October 2018.
|Important Because=The code is relevant for all researchers in the Netherlands as it is the central national guiding document on research integrity.
|Important For=researchers
}}
{{Link
|Has Link=https://www.nwo.nl/binaries/content/documents/nwo-en/common/documentation/application/nwo/policy/netherlands-code-of-conduct-for-research-integrity/netherlands+code+of+conduct+for+research+integrity+2018
}}
{{Related To
|Related To Resource=Resource:8b7549d2-b1e4-433b-82fb-6af8f8ab8865;Resource:92444cd3-ba59-443e-8678-1270b1d6163f;Resource:Db4c2416-1ce5-44ca-8306-20de0d1d890e;Resource:5bbdd729-8f96-432a-a0ee-56510e343d01;Resource:F47b9bc7-c5a5-4b92-918b-438101bd9434
|Related To Theme=Theme:8c79e235-8481-45ea-bb57-c744dedbbb8a;Theme:0953795c-fb38-4080-a56f-fe503c4875bd;Theme:Cc85bbe7-b8ac-40ef-81a7-8e34b153233c
}}
{{Tags
|Involves=NWO
|Has Timepoint=2018 onwards
|Has Location=The Netherlands
|Has Virtue And Value=Honesty
|Has Good Practice And Misconduct=Scrupulousness
}}

Resource:5e80f964-b042-4f21-80e8-a0f532047269

2020-08-26T08:01:11Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Education
|Title=VIRT2UE train-the-trainer program
|Is About=The VIRT2UE Train-the-Trainer program provides participants with the knowledge and skills to conduct a research integrity course. Trainers are taught how to foster reflection on scientific virtues in researchers, and how to promote understanding of the European Code of Conduct for Research Integrity. This free training program will be offered at different locations across Europe.

As a train-the-trainer program, VIRT2UE supports trainers and provides them with adaptable exercises and tools that can be used in their own teaching.
|Important Because=The train-the-trainer program has an aspirational approach, and focuses on what it means to be a good and virtuous researcher. Instead of teaching about rules and norms, the training focuses primarily on promoting reflection on personal attitudes and behaviors. Participants learn how to train others to reflect on concrete cases and moral dilemmas in research, and to use tools that foster reflection in others. This will foster skills that enable trainees to integrate the European Code of Conduct in their day-to-day professional life.
|Important For=Researchers; Research integrity trainers; Trainers in training
}}
{{Link
|Has Link=http://typo3-v2.p426140.webspaceconfig.de/fileadmin/user_upload/embassy_training_leaflet.pdf
}}
{{Related To
|Related To Resource=Resource:2a0507b8-aeb1-4021-b575-929708fc0c59;Resource:Db4c2416-1ce5-44ca-8306-20de0d1d890e;Resource:03047f11-3539-44d5-8c6c-c096a8f30025
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53;Theme:Af676916-8a83-443a-aece-66abb3e9054f;Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847;Theme:Cda80c83-0101-4e27-bdc0-87a45846e5ed;Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34
|Related To Instruction=Instruction:2120c9fc-8309-47b4-baea-25446f32817f;Instruction:459e908a-46b9-471c-a21e-4c3cca1963c9;Instruction:52b40425-989f-42ff-80ea-86220459a8f8;Instruction:2e91b456-c300-4b69-9097-4f900978b04f;Instruction:Cc0d306a-0f3f-42a6-8b5b-ed9e21489a7f;Instruction:7503811e-e685-4311-8961-f44133b12280;Instruction:C51a36cc-7c58-4740-99cd-cd596c210464;Instruction:3c96e5fc-8134-41ee-ad40-050e5cf684bc;Instruction:4e235a59-4819-40a1-b9d2-598565a69a49;Instruction:7c71b885-c536-4649-9afd-8a0efc09e973
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
|Has Virtue And Value=Accountability
}}

Resource:7bfab1c1-adcd-4e8b-b8e4-44f1f7b992c5

2020-08-26T07:59:42Z

0000-0002-9460-0896:

{{Resource
|Resource Type=Cases
|Title=From Case Management to Prevention of Scientific Dishonesty in Denmark
|Is About=In the 1990s, Denmark experienced cases of serious scientific fraud that had occurred many years ago. Some widely published cases from the United States motivated the Danish Medical Research Council to establish the Danish Committee on Scientific Dishonesty, a national committee covering the health sciences<ref>Andersen, Daniel. "From case management to prevention of scientific dishonesty in Denmark." ''Science and engineering ethics'' 6.1 (2000): 25-34.</ref>. This is a factual anonymized case.
<references />
|Important Because=This case highlights the importance of involving diverse actors in misconduct investigations. The article explains that it was considered important to represent a broad spectrum of health sciences on the committee because decisions on honesty/dishonesty due to their inherently inexact and judgmental nature must reflect the general culture of the research environment.<ref>Andersen, Daniel. "From case management to prevention of scientific dishonesty in Denmark." ''Science and engineering ethics'' 6.1 (2000): 25-34.</ref>
<references />
|Important For=researchers; research leaders
}}
{{Link
|Has Link=https://link.springer.com/article/10.1007/s11948-000-0019-x
}}
{{Related To
|Related To Resource=Resource:B2456a64-b3e1-4d36-866e-a3ba117633e9
|Related To Theme=Theme:5f65272f-6e95-4768-8236-bc821a97f3d8;Theme:047c3bec-1747-499b-b6d5-684cbfb81edd
}}
{{Tags
|Involves=Daniel Andersen
|Has Timepoint=1992; 1994
|Has Location=Denmark
|Has Virtue And Value=Honesty
|Has Good Practice And Misconduct=Plagiarism
}}

User:0000-0002-9460-0896

2020-08-26T07:51:00Z

0000-0002-9460-0896: create user page