https://embassy.science:443/wiki-wiki/api.php?action=feedcontributions&feedformat=atom&user=0000-0003-1812-6405The Embassy of Good Science - User contributions [en]2026-05-24T16:16:34ZUser contributionsMediaWiki 1.35.11https://embassy.science:443/wiki-wiki/index.php?title=Instruction:22d332ef-bc9a-452e-bcd5-4ffda3b1e808&diff=11841Instruction:22d332ef-bc9a-452e-bcd5-4ffda3b1e8082025-07-10T11:38:23Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=PREPARED Training Clips<br />
|Has Related Initiative=Initiative:50e236b6-b669-4c30-8c7c-837267f44278<br />
|Instruction Goal=The below training clips are concerned with key issues in research ethics and integrity with multidisciplinary relevance - also available with subtitles in Chinese and Spanish to reach wider audiences.<br />
<br />
These clips can be used to spark discussion and learning within ethics courses. The topics of the clips all share a deep ethical core that becomes more relatable through storytelling. Short videos are not just passive content, they are triggers for discussion, gateways to empathy, and opportunities for exploring complexity. Whether used to launch a discussion, support a flipped classroom model or as case studies for reflection, they help to anchor theoretical content in real-world relevance.<br />
|Has Duration=2<br />
|Important For=All stakeholders in research<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Research – who benefits?<br />
|Instruction Step Text=Humans have been hooked on learning for millennia. From Darwin’s curiosity about evolution to our desire for self-improvement, knowledge fuels our world. But it’s not just about personal growth; it's also about solving global problems and making the world a better place. Researchers use everything from ancient wisdom to cutting-edge technology to uncover new insights. But unless their findings are actually used to solve problems, the vast majority of benefits from research lie only with researchers themselves.<br />
|Instruction Step Interactive Content=Resource:H5P-265<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Benefit Sharing<br />
|Instruction Step Text=This clip explains the basics of benefit sharing, which is an instrument to increase justice in international research and cross-border access to resources. In the context of the UN Convention on Biological Diversity, benefit sharing is contribution-based, i.e. those who contribute to a project or research should benefit from its outcomes. In the context of the UNESCO Universal Declaration on Bioethics and Human Rights, the benefits of research should be shared with all of society, independent of contribution.<br />
|Instruction Step Interactive Content=Resource:H5P-266<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=AI Ethics in 5 Minutes<br />
|Instruction Step Text=AI ethics is a pressing global concern. Some view AI ethics as a subset of general technology ethics, whilst others argue for its distinct nature. For instance, AI-driven automation raises concerns about unemployment which aligns with fears expressed over past technological advancements. On the other hand, what distinguishes AI ethics from general technology ethics is the demand for regulation that goes beyond previous demand, in particular dedicated ethics committees and impact assessments. The scale of AI's deployment also contributes to the heightened global focus on its ethical implications. Addressing AI ethics challenges is crucial for responsible AI development. <br />
<br />
Thanks to Prof. Bernd Stahl and Dr Kate Chatfield for comments on the script.<br />
|Instruction Step Interactive Content=Resource:H5P-267<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Ethics Dumping<br />
|Instruction Step Text=When researchers from privileged circumstances conduct ethically questionable studies in lower-income settings, it's known as 'ethics dumping.' Ethics dumping can create significant challenges and is a growing concern. It is therefore essential that researchers work as closely as possible with local collaborators and reflect together on ways to prevent it. <br />
<br />
This video explores six different ways ethics dumping can occur, from intentional disregard to unintentional cultural misunderstandings.<br />
|Instruction Step Interactive Content=Resource:H5P-268<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Ethics and you<br />
|Instruction Step Text=Ever wondered about the ethical compass guiding scientific discovery? This video highlights the long history of teaching and learning, tracing it all the way back to Plato's Academy. While the specific subjects taught have evolved over time, the underlying ethical questions remain relevant. Ethics in research is not merely about compliance but also about moral reflection. Drawing on real-world examples, our training module aims to provide guidance and support for researchers in navigating ethical considerations.<br />
|Instruction Step Interactive Content=Resource:H5P-269<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Ethical Controversies around Human Challenge Studies<br />
|Instruction Step Text=Is it ethical to intentionally infect healthy volunteers with a deadly virus? This video discusses the ethical controversy surrounding human challenge studies, particularly those involving SARS-CoV-2, the virus that causes COVID-19. While these studies can be valuable for scientific progress, they raise concerns about the Hippocratic Oath, which states "first do no harm." Human challenge studies have been used in the development of other vaccines, such as malaria. However, the comparison between malaria and COVID-19 is problematic, as there are approved treatment options for malaria, while at the time of the early COVID-19 human challenge studies, there were no treatment options. Additionally, COVID-19 can cause potentially severe long-term complications.<br />
|Instruction Step Interactive Content=Resource:H5P-270<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Healthy Volunteers and Human Challenge Studies<br />
|Instruction Step Text=During the COVID pandemic, a London-based programme was the first in the world to intentionally expose 36 healthy volunteers to the SARS-CoV-2 virus, 18 of whom developed the infection. The participants spent two weeks in strict isolation, their only in-person contact being medical staff. <br />
<br />
This video features quotes from interviews with volunteers from both SARS-CoV-2 and Zika virus human challenge trials. Their primary motivation for joining these studies was a desire to contribute to scientific research and potentially help others.<br />
|Instruction Step Interactive Content=Resource:H5P-271<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Scientific collaboration during war<br />
|Instruction Step Text=The war in Ukraine has sparked a debate about the future of scientific collaboration with Russia. Some support a boycott, while others argue that collaboration should continue. The German Ministry of Education and Research says that the decision lies with science itself. These different views show the complexity of the issue.<br />
|Instruction Step Interactive Content=Resource:H5P-272<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=The TRUST values of Fairness, Respect, Care and Honesty<br />
|Instruction Step Text=Through a collaborative analysis of real-world exploitation risks with vulnerable populations, the TRUST project developed a code of ethics grounded in four fundamental values: fairness, respect, care, and honesty. The PREPARED project has shown that these four values also apply to research in global crises, such as the COVID-19 pandemic. Through literature reviews in eight languages and by investigating the experiences of marginalised populations during the pandemic, the team identified 144 challenges to research ethics and integrity, which can all be linked to a lack of fairness, respect, care, and honesty.<br />
|Instruction Step Interactive Content=Resource:H5P-273<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=AI Ethics - Helicopter research<br />
|Instruction Step Text=Helicopter research occurs when researchers from affluent countries extract data or resources from lower-income regions without considering local needs or ethical concerns. A notable example occurred during the Ebola crisis in 2014. Researchers from high-income countries requested access to vast amounts of mobile phone data from Sierra Leone, Guinea, and Liberia to track population movements, claiming that it would provide significant insights into Ebola transmission.<br />
<br />
The contrast between the handling of mobile phone data during the Ebola crisis and the German floods of 2021 underscores the double standards often present in helicopter research.<br />
|Instruction Step Interactive Content=Resource:H5P-274<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=AI and the SDGs<br />
|Instruction Step Text=AI has the potential to significantly contribute to the UN Sustainable Development Goals (SDGs). One example is the use of AI for seasonal climate forecasting. This technology can help predict severe weather events like droughts and floods, enabling early intervention and reducing the impact on vulnerable populations. However, research suggests that the benefits of seasonal climate forecasting may disproportionately reach those who are already more resilient or resource rich. For example, cases in Zimbabwe, Brazil, and Peru demonstrate how AI-driven predictions can have a negative impact on vulnerable communities, potentially exacerbating existing inequalities.<br />
|Instruction Step Interactive Content=Resource:H5P-275<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Lockdown - The experience of Nairobi sex workers<br />
|Instruction Step Text=In Nairobi, an estimated 30,000 sex workers face significant challenges, including extreme poverty. During the COVID-19 pandemic, the implementation of lockdown measures, while potentially justified in high-income countries, had a devastating impact on this marginalized community. In this short documentary, Nairobi sex workers share their stories about the impact of lockdown on their lives and on their physical and mental health. <br />
<br />
A video for PREPARED, from film maker Iddah Akinyi, Music "I Am Iron" by David Fesliyan from www.fesliyanstudios.com.<br />
|Instruction Step Interactive Content=Resource:H5P-276<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Fukushima animation for app<br />
|Instruction Step Text=On 11 March 2011, a massive earthquake and subsequent tsunami struck Japan, leading to a nuclear disaster at the Fukushima Daiichi nuclear power plant. This disaster resulted in the loss of approximately 20,000 lives and the evacuation of over 110,000 residents, many of whom were resettled in Date City.<br />
<br />
In 2015, the city of Date requested a researcher from Fukushima Medical University to analyse the radiation exposure data that city officials had collected over the years. Problems with informed consent led to the later retraction of relevant articles.<br />
|Instruction Step Interactive Content=Resource:H5P-277<br />
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<div>{{Resource<br />
|Resource Type=Guidelines<br />
|Title=The Prepared Code: Global Code of Conduct for Research during Pandemics<br />
|Has Related Initiative=Initiative:50e236b6-b669-4c30-8c7c-837267f44278<br />
|Is About=The PREPARED Code is a ''global code of conduct for research during pandemics''. Developed by an international, multilingual, and multidisciplinary consortium, it provides ethical and integrity-based guidance for researchers, research ethics committees, and institutions during pandemic crises. It is grounded in human rights and structured around four core values: '''fairness, respect, care, and honesty'''. <br />
<br />
The Code addresses urgent ethical challenges, such as fast data sharing, equitable stakeholder engagement, inclusion of vulnerable populations, and protection of research participants. <br />
<br />
Structured into four sections, it outlines how to uphold ethical standards under pressure. '''Fairness''' promotes collaboration and equitable access. '''Respect''' emphasizes informed consent, ethics oversight, and fair treatment of community researchers. '''Care''' protects patient safety, supports healthcare systems, and ensures biosafety. '''Honesty''' calls for transparency in data use, communication, and publishing.<br />
|Important Because=The PREPARED Code is important because it ensures that research during pandemics is conducted ethically, transparently, and fairly, even under urgent and high-pressure conditions. It protects vulnerable populations, promotes collaboration, and safeguards public trust in science. By guiding researchers to uphold values like fairness, respect, care, and honesty, the Code helps prevent exploitation, misinformation, and harm. It also supports ethical decision-making, informed consent, and responsible data sharing. In times of crisis, when rapid research is essential, this Code provides a globally relevant standard to balance scientific urgency with human dignity and ethical integrity.<br />
|Important For=Research Ethics Committees; Researchers; research intergrity offices<br />
}}<br />
{{Link<br />
|Has Link=https://prepared-project.eu/wp-content/uploads/2025/02/The-Prepared-Code-Final.pdf<br />
}}<br />
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{{Tags<br />
|Has Virtue And Value=Care; Fairness; Honesty; Respect<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Resource:86498b8e-b718-4553-9be0-6113797c07dc&diff=11836Resource:86498b8e-b718-4553-9be0-6113797c07dc2025-07-10T10:38:48Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Resource<br />
|Resource Type=Education<br />
|Title=The PREPARED App<br />
|Has Related Initiative=Initiative:50e236b6-b669-4c30-8c7c-837267f44278<br />
|Is About=The purpose of the [https://www.youtube.com/watch?v=DCCptHKZmew PREPARED App] is to provide a digital platform to complement the training in terms of research ethics and integrity decision-making during global crises. This is achieved by integrating with illuminative case studies that enable transformative learning. <br />
<br />
The app is developed for the two most popular and common smartphone platforms: Android and iOS. It was [https://prepared-project.eu/an-app-for-ethics-in-times-of-crisis/ launched by João Monteiro], Chief Editor of NATURE Medicine, in Amsterdam.<br />
|Important Because=Our research has shown that training is essential to prepare researchers for the next crisis. The PREPARED App helps navigate dilemmas in global crises. The app is publicly available on [https://play.google.com/store/apps/details?id=com.iclaim.prepared.prepared_app Google Play] and on the [https://apps.apple.com/us/app/prepared-app/id6473009485 AppStore].<br />
|Important For=RECs; Researchers; Students<br />
}}<br />
{{Link<br />
|Has Link=https://prepared-project.eu/app/<br />
}}<br />
{{Related To<br />
|Related To Resource=Resource:481754aa-eb06-4a71-97ad-995c67b0d71c<br />
}}<br />
{{Tags<br />
|Involves=PREPARED<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Resource:86498b8e-b718-4553-9be0-6113797c07dc&diff=11832Resource:86498b8e-b718-4553-9be0-6113797c07dc2025-07-10T10:28:07Z<p>0000-0003-1812-6405: Created page with "{{Resource |Resource Type=Education |Title=The PREPARED App |Has Related Initiative=Initiative:50e236b6-b669-4c30-8c7c-837267f44278 |Is About=The purpose of the PREPARED App i..."</p>
<hr />
<div>{{Resource<br />
|Resource Type=Education<br />
|Title=The PREPARED App<br />
|Has Related Initiative=Initiative:50e236b6-b669-4c30-8c7c-837267f44278<br />
|Is About=The purpose of the PREPARED App is to provide a digital platform to complement the training in terms of research ethics and integrity decision-making during global crises. This is achieved by integrating with illuminative case studies that enable transformative learning. <br />
<br />
The app is developed for the two most popular and common smartphone platforms: Android and iOS. It was [https://prepared-project.eu/an-app-for-ethics-in-times-of-crisis/ launched by João Monteiro], Chief Editor of NATURE Medicine, in Amsterdam.<br />
|Important Because=Our research has shown that training is essential to prepare researchers for the next crisis. The PREPARED App helps navigate dilemmas in global crises. [https://prepared-project.eu/app/ Download the App now].<br />
|Important For=Researchers; Students; RECs<br />
}}<br />
{{Link<br />
|Has Link=https://prepared-project.eu/app/<br />
}}<br />
{{Related To<br />
|Related To Resource=Resource:481754aa-eb06-4a71-97ad-995c67b0d71c<br />
}}<br />
{{Tags<br />
|Involves=PREPARED<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:22d332ef-bc9a-452e-bcd5-4ffda3b1e808&diff=11825Instruction:22d332ef-bc9a-452e-bcd5-4ffda3b1e8082025-07-10T10:03:57Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=PREPARED Training Clips<br />
|Has Related Initiative=Initiative:50e236b6-b669-4c30-8c7c-837267f44278<br />
|Instruction Goal=The below training clips are concerned with key issues in research ethics and integrity with multidisciplinary relevance - also available with subtitles in Chinese and Spanish to reach wider audiences.<br />
<br />
These clips can be used to spark discussion and learning within ethics courses. The topics of the clips all share a deep ethical core that becomes more relatable through storytelling. Short videos are not just passive content, they are triggers for discussion, gateways to empathy, and opportunities for exploring complexity. Whether used to launch a discussion, support a flipped classroom model or as case studies for reflection, they help to anchor theoretical content in real-world relevance.<br />
|Has Duration=2<br />
|Important For=All stakeholders in research<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Research – who benefits?<br />
|Instruction Step Text=Humans have been hooked on learning for millennia. From Darwin’s curiosity about evolution to our desire for self-improvement, knowledge fuels our world. But it’s not just about personal growth; it's also about solving global problems and making the world a better place. Researchers use everything from ancient wisdom to cutting-edge technology to uncover new insights. But unless their findings are actually used to solve problems, the vast majority of benefits from research lie only with researchers themselves.<br />
|Instruction Step Interactive Content=Resource:H5P-265<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Benefit Sharing<br />
|Instruction Step Text=This clip explains the basics of benefit sharing, which is an instrument to increase justice in international research and cross-border access to resources. In the context of the UN Convention on Biological Diversity, benefit sharing is contribution-based, i.e. those who contribute to a project or research should benefit from its outcomes. In the context of the UNESCO Universal Declaration on Bioethics and Human Rights, the benefits of research should be shared with all of society, independent of contribution.<br />
|Instruction Step Interactive Content=Resource:H5P-266<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=AI Ethics in 5 Minutes<br />
|Instruction Step Text=AI ethics is a pressing global concern. Some view AI ethics as a subset of general technology ethics, whilst others argue for its distinct nature. On the other hand, what distinguishes AI ethics from general technology ethics is the demand for regulation that goes beyond previous demand, in particular dedicated ethics committees and impact assessments. The scale of AI's deployment also contributes to the heightened global focus on its ethical implications.AI ethics is a pressing global concern. Some view AI ethics as a subset of general technology ethics, whilst others argue for its distinct nature. On the other hand, what distinguishes AI ethics from general technology ethics is the demand for regulation that goes beyond previous demand, in particular dedicated ethics committees and impact assessments. The scale of AI's deployment also contributes to the heightened global focus on its ethical implications.<br />
|Instruction Step Interactive Content=Resource:H5P-267<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Ethics Dumping<br />
|Instruction Step Text=When researchers from privileged circumstances conduct ethically questionable studies in lower-income settings, it's known as 'ethics dumping.' Ethics dumping can create significant challenges and is a growing concern. It is therefore essential that researchers work as closely as possible with local collaborators and reflect together on ways to prevent it. This video explores six different ways ethics dumping can occur, from intentional disregard to unintentional cultural misunderstandings<br />
|Instruction Step Interactive Content=Resource:H5P-268<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Ethics and you<br />
|Instruction Step Text=Ever wondered about the ethical compass guiding scientific discovery? This video highlights the long history of teaching and learning, tracing it all the way back to Plato's Academy. While the specific subjects taught have evolved over time, the underlying ethical questions remain relevant. Ethics in research is not merely about compliance but also about moral reflection. Drawing on real-world examples, our training module aims to provide guidance and support for researchers in navigating ethical considerations.Ever wondered about the ethical compass guiding scientific discovery? This video highlights the long history of teaching and learning, tracing it all the way back to Plato's Academy. While the specific subjects taught have evolved over time, the underlying ethical questions remain relevant. Ethics in research is not merely about compliance but also about moral reflection. Drawing on real-world examples, our training module aims to provide guidance and support for researchers in navigating ethical considerations.<br />
|Instruction Step Interactive Content=Resource:H5P-269<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Ethical Controversies around Human Challenge Studies<br />
|Instruction Step Text=Is it ethical to intentionally infect healthy volunteers with a deadly virus? This video discusses the ethical controversy surrounding human challenge studies, particularly those involving SARS-CoV-2, the virus that causes COVID-19. While these studies can be valuable for scientific progress, they raise concerns about the Hippocratic Oath, which states "first do no harm." Human challenge studies have been used in the development of other vaccines, such as malaria. However, the comparison between malaria and COVID-19 is problematic, as there are approved treatment options for malaria, while at the time of the early COVID-19 human challenge studies, there were no treatment options. Additionally, COVID-19 can cause potentially severe long-term complications.<br />
|Instruction Step Interactive Content=Resource:H5P-270<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Healthy Volunteers and Human Challenge Studies<br />
|Instruction Step Text=During the COVID pandemic, a London-based programme was the first in the world to intentionally expose 36 healthy volunteers to the SARS-CoV-2 virus, 18 of whom developed the infection. The participants spent two weeks in strict isolation, their only in-person contact being medical staff. Quotes from interviews with volunteers from both SARS CoV-2 and Zika virus human challenge trials show that their primary motivation for joining these studies was a desire to contribute to scientific research and potentially help others.<br />
|Instruction Step Interactive Content=Resource:H5P-278<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Scientific collaboration during war<br />
|Instruction Step Text=The war in Ukraine has sparked a debate about the future of scientific collaboration with Russia. Some support a boycott, while others argue that collaboration should continue. The German Ministry of Education and Research says that the decision lies with science itself. These different views show the complexity of the issue<br />
|Instruction Step Interactive Content=Resource:H5P-272<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=The TRUST values of Fairness, Respect, Care and Honesty<br />
|Instruction Step Text=Through a collaborative analysis of real-world exploitation risks with vulnerable populations, the TRUST project developed a code of ethics grounded in four fundamental values: fairness, respect, care, and honesty. The PREPARED project has shown that these four values also apply to research in global crises, such as the COVID-19 pandemic. Through literature reviews in eight languages and by investigating the experiences of marginalised populations during the pandemic, the team identified 144 challenges to research ethics and integrity, which can all be linked to a lack of fairness, respect, care, and honesty.<div></div><div><div></div><div></div><div><div><div></div></div></div></div><br />
|Instruction Step Interactive Content=Resource:H5P-273<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=AI Ethics - Helicopter Research<br />
|Instruction Step Text=Helicopter research occurs when researchers from affluent countries extract data or resources from lower-income regions without considering local needs or ethical concerns. A notable example occurred during the Ebola crisis in 2014 where researchers from high income countries requested access to vast amounts of mobile phone data from Sierra Leone, Guinea, and Liberia for tracking, which did not help contain the epidemic.<br />
|Instruction Step Interactive Content=Resource:H5P-274<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=AI and the SDGs<br />
|Instruction Step Text=AI has the potential to significantly contribute to the UN Sustainable Development Goals (SDGs). One example is the use of AI for seasonal climate forecasting. This technology can help predict severe weather events like droughts and floods, enabling early intervention and reducing the impact on vulnerable populations. However, research suggests that the benefits of seasonal climate forecasting may disproportionately reach those who are already more resilient or resource rich.AI has the potential to significantly contribute to the UN Sustainable Development Goals (SDGs). One example is the use of AI for seasonal climate forecasting. This technology can help predict severe weather events like droughts and floods, enabling early intervention and reducing the impact on vulnerable populations. However, research suggests that the benefits of seasonal climate forecasting may disproportionately reach those who are already more resilient or resource rich populations. However, research suggests that the benefits of seasonal climate forecasting may disproportionately reach those who are already more resilient or resource rich.<br />
|Instruction Step Interactive Content=Resource:H5P-275<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Lockdown - The experience of Nairobi sex workers<br />
|Instruction Step Text=In Nairobi, an estimated 30,000 sex workers face significant challenges, including extreme poverty. During the COVID-19 pandemic, the implementation of lockdown measures, while potentially justified in high-income countries, had a devastating impact on this marginalized community. In this short documentary, Nairobi sex workers share their stories about the impact of lockdown on their lives and on their physical and mental health<br />
|Instruction Step Interactive Content=Resource:H5P-276<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=The Fukushima case<br />
|Instruction Step Text=On 11 March 2011, a massive earthquake and subsequent tsunami struck Japan, leading to a nuclear disaster at the Fukushima Daiichi nuclear power plant. This disaster resulted in the loss of approximately 20,000 lives and the evacuation of over 110,000 residents, many of whom were resettled in Date City.<br />
<br />
In 2015, the city of Date requested a researcher from Fukushima Medical University to analyse the radiation exposure data that city officials had collected over the years. Problems with informed consent led to the later retraction of relevant articles.<br />
}}<br />
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{{Tags}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:22d332ef-bc9a-452e-bcd5-4ffda3b1e808&diff=11824Instruction:22d332ef-bc9a-452e-bcd5-4ffda3b1e8082025-07-10T09:59:10Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=PREPARED Training Clips<br />
|Has Related Initiative=Initiative:50e236b6-b669-4c30-8c7c-837267f44278<br />
|Instruction Goal=The below training clips are concerned with key issues in research ethics and integrity with multidisciplinary relevance - also available with subtitles in Chinese and Spanish to reach wider audiences.<br />
<br />
These clips can be used to spark discussion and learning within ethics courses. The topics of the clips all share a deep ethical core that becomes more relatable through storytelling. Short videos are not just passive content, they are triggers for discussion, gateways to empathy, and opportunities for exploring complexity. Whether used to launch a discussion, support a flipped classroom model or as case studies for reflection, they help to anchor theoretical content in real-world relevance.<br />
|Has Duration=2<br />
|Important For=All stakeholders in research<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Research – who benefits?<br />
|Instruction Step Text=Humans have been hooked on learning for millennia. From Darwin’s curiosity about evolution to our desire for self-improvement, knowledge fuels our world. But it’s not just about personal growth; it's also about solving global problems and making the world a better place. Researchers use everything from ancient wisdom to cutting-edge technology to uncover new insights. But unless their findings are actually used to solve problems, the vast majority of benefits from research lie only with researchers themselves.<br />
|Instruction Step Interactive Content=Resource:H5P-265<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Benefit Sharing<br />
|Instruction Step Text=This clip explains the basics of benefit sharing, which is an instrument to increase justice in international research and cross-border access to resources. In the context of the UN Convention on Biological Diversity, benefit sharing is contribution-based, i.e. those who contribute to a project or research should benefit from its outcomes. In the context of the UNESCO Universal Declaration on Bioethics and Human Rights, the benefits of research should be shared with all of society, independent of contribution.<br />
|Instruction Step Interactive Content=Resource:H5P-266<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=AI Ethics in 5 Minutes<br />
|Instruction Step Text=AI ethics is a pressing global concern. Some view AI ethics as a subset of general technology ethics, whilst others argue for its distinct nature. On the other hand, what distinguishes AI ethics from general technology ethics is the demand for regulation that goes beyond previous demand, in particular dedicated ethics committees and impact assessments. The scale of AI's deployment also contributes to the heightened global focus on its ethical implications.AI ethics is a pressing global concern. Some view AI ethics as a subset of general technology ethics, whilst others argue for its distinct nature. On the other hand, what distinguishes AI ethics from general technology ethics is the demand for regulation that goes beyond previous demand, in particular dedicated ethics committees and impact assessments. The scale of AI's deployment also contributes to the heightened global focus on its ethical implications.<br />
|Instruction Step Interactive Content=Resource:H5P-267<br />
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{{Instruction Step Trainee<br />
|Instruction Step Title=Ethics Dumping<br />
|Instruction Step Text=When researchers from privileged circumstances conduct ethically questionable studies in lower-income settings, it's known as 'ethics dumping.' Ethics dumping can create significant challenges and is a growing concern. It is therefore essential that researchers work as closely as possible with local collaborators and reflect together on ways to prevent it. This video explores six different ways ethics dumping can occur, from intentional disregard to unintentional cultural misunderstandings<br />
|Instruction Step Interactive Content=Resource:H5P-268<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Ethics and you<br />
|Instruction Step Text=Ever wondered about the ethical compass guiding scientific discovery? This video highlights the long history of teaching and learning, tracing it all the way back to Plato's Academy. While the specific subjects taught have evolved over time, the underlying ethical questions remain relevant. Ethics in research is not merely about compliance but also about moral reflection. Drawing on real-world examples, our training module aims to provide guidance and support for researchers in navigating ethical considerations.Ever wondered about the ethical compass guiding scientific discovery? This video highlights the long history of teaching and learning, tracing it all the way back to Plato's Academy. While the specific subjects taught have evolved over time, the underlying ethical questions remain relevant. Ethics in research is not merely about compliance but also about moral reflection. Drawing on real-world examples, our training module aims to provide guidance and support for researchers in navigating ethical considerations.<br />
|Instruction Step Interactive Content=Resource:H5P-269<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Ethical Controversies around Human Challenge Studies<br />
|Instruction Step Text=Is it ethical to intentionally infect healthy volunteers with a deadly virus? This video discusses the ethical controversy surrounding human challenge studies, particularly those involving SARS-CoV-2, the virus that causes COVID-19. While these studies can be valuable for scientific progress, they raise concerns about the Hippocratic Oath, which states "first do no harm." Human challenge studies have been used in the development of other vaccines, such as malaria. However, the comparison between malaria and COVID-19 is problematic, as there are approved treatment options for malaria, while at the time of the early COVID-19 human challenge studies, there were no treatment options. Additionally, COVID-19 can cause potentially severe long-term complications.<br />
|Instruction Step Interactive Content=Resource:H5P-270<br />
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{{Instruction Step Trainee<br />
|Instruction Step Title=Scientific collaboration during war<br />
|Instruction Step Text=The war in Ukraine has sparked a debate about the future of scientific collaboration with Russia. Some support a boycott, while others argue that collaboration should continue. The German Ministry of Education and Research says that the decision lies with science itself. These different views show the complexity of the issue<br />
|Instruction Step Interactive Content=Resource:H5P-272<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Healthy Volunteers and Human Challenge Studies<br />
|Instruction Step Text=During the COVID pandemic, a London-based programme was the first in the world to intentionally expose 36 healthy volunteers to the SARS-CoV-2 virus, 18 of whom developed the infection. The participants spent two weeks in strict isolation, their only in-person contact being medical staff. Quotes from interviews with volunteers from both SARS CoV-2 and Zika virus human challenge trials show that their primary motivation for joining these studies was a desire to contribute to scientific research and potentially help others.<br />
|Instruction Step Interactive Content=Resource:H5P-278<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Scientific collaboration during war<br />
|Instruction Step Text=The war in Ukraine has sparked a debate about the future of scientific collaboration with Russia. Some support a boycott, while others argue that collaboration should continue. The German Ministry of Education and Research says that the decision lies with science itself. These different views show the complexity of the issue.<br />
|Instruction Step Interactive Content=Resource:H5P-272<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=The TRUST values of Fairness, Respect, Care and Honesty<br />
|Instruction Step Text=Through a collaborative analysis of real-world exploitation risks with vulnerable populations, the TRUST project developed a code of ethics grounded in four fundamental values: fairness, respect, care, and honesty. The PREPARED project has shown that these four values also apply to research in global crises, such as the COVID-19 pandemic. Through literature reviews in eight languages and by investigating the experiences of marginalised populations during the pandemic, the team identified 144 challenges to research ethics and integrity, which can all be linked to a lack of fairness, respect, care, and honesty.<div></div><div><div></div><div></div><div><div><div></div></div></div></div><br />
|Instruction Step Interactive Content=Resource:H5P-273<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=AI Ethics - Helicopter Research<br />
|Instruction Step Text=Helicopter research occurs when researchers from affluent countries extract data or resources from lower-income regions without considering local needs or ethical concerns. A notable example occurred during the Ebola crisis in 2014 where researchers from high income countries requested access to vast amounts of mobile phone data from Sierra Leone, Guinea, and Liberia for tracking, which did not help contain the epidemic.<br />
|Instruction Step Interactive Content=Resource:H5P-274<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=AI and the SDGs<br />
|Instruction Step Text=AI has the potential to significantly contribute to the UN Sustainable Development Goals (SDGs). One example is the use of AI for seasonal climate forecasting. This technology can help predict severe weather events like droughts and floods, enabling early intervention and reducing the impact on vulnerable populations. However, research suggests that the benefits of seasonal climate forecasting may disproportionately reach those who are already more resilient or resource rich.AI has the potential to significantly contribute to the UN Sustainable Development Goals (SDGs). One example is the use of AI for seasonal climate forecasting. This technology can help predict severe weather events like droughts and floods, enabling early intervention and reducing the impact on vulnerable populations. However, research suggests that the benefits of seasonal climate forecasting may disproportionately reach those who are already more resilient or resource rich populations. However, research suggests that the benefits of seasonal climate forecasting may disproportionately reach those who are already more resilient or resource rich.<br />
|Instruction Step Interactive Content=Resource:H5P-275<br />
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{{Instruction Step Trainee<br />
|Instruction Step Title=Lockdown - The experience of Nairobi sex workers<br />
|Instruction Step Text=In Nairobi, an estimated 30,000 sex workers face significant challenges, including extreme poverty. During the COVID-19 pandemic, the implementation of lockdown measures, while potentially justified in high-income countries, had a devastating impact on this marginalized community. In this short documentary, Nairobi sex workers share their stories about the impact of lockdown on their lives and on their physical and mental health<br />
|Instruction Step Interactive Content=Resource:H5P-276<br />
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{{Instruction Step Trainee<br />
|Instruction Step Title=The Fukushima case<br />
|Instruction Step Text=On 11 March 2011, a massive earthquake and subsequent tsunami struck Japan, leading to a nuclear disaster at the Fukushima Daiichi nuclear power plant. This disaster resulted in the loss of approximately 20,000 lives and the evacuation of over 110,000 residents, many of whom were resettled in Date City.<br />
<br />
In 2015, the city of Date requested a researcher from Fukushima Medical University to analyse the radiation exposure data that city officials had collected over the years. Problems with informed consent led to the later retraction of relevant articles.<br />
}}<br />
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{{Tags}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Guide:999afd1a-d200-4cff-952b-2b4daa735474&diff=11773Guide:999afd1a-d200-4cff-952b-2b4daa7354742025-07-07T13:01:46Z<p>0000-0003-1812-6405: </p>
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<div>{{Guide<br />
|Title=IRECS trainer guide<br />
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e<br />
|Guide Goal=This trainer's guide supports trainers in delivering the [https://classroom.eneri.eu/node/377 IRECS modules] content on Biobanking, AI health, Virtual reality and Gene editing within their training activities. <br />
<br />
It provides training formats for topical sessions and interactive training activities designed for ethics review experts (REC members in both medical and non-medical fields), appraisal scheme experts, and students (PhD or Master's level).<br />
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|Guide Step Section=E-learning interactive modules<br />
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{{Custom TabContent Close Trainer}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:8027986e-d638-4f02-9229-179c27e9e917&diff=10716Instruction:8027986e-d638-4f02-9229-179c27e9e9172025-03-24T15:42:39Z<p>0000-0003-1812-6405: </p>
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<div>{{Instruction<br />
|Title=Mind-mapping exercise: Instructions for training researchers about ethics issues on gene editing<br />
|Instruction Goal=This short interactive workshop introduces the ethical challenges in gene editing. Using a real case, it aims to encourage reflection on ethical issues related to this technology among junior researchers.<br />
|Has Requirements='''For trainers:'''<br />
<br />
Complete the two eneri e-learning module on Gene Editing: [https://classroom.eneri.eu/node/306 <u>Gene Editing: Ethics Issues Eneri</u>] and [https://classroom.eneri.eu/node/221 <u>Gene Editing: Technology Basics Eneri</u>]<br />
<br />
'''For trainees:'''<br />
<br />
No prior expertise in gene editing is required, but participants should have a basic understanding of some basics for research ethics. To do that, trainees can complete the eneri e-learning module on [https://classroom.eneri.eu/node/146 <u>Research Ethics And Integrity Basics Eneri</u>]<br />
|Has Duration=1.5<br />
|Important For=Junior researchers; Trainers<br />
}}<br />
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|Has Practical Tips=* Familiarize yourself with the irecs materials on gene editing and identify where are the videos and cases you will use for this session <br />
* Test all needed digital tools (Mentimeter, digital whiteboards, etc.) in advance. <br />
* Be aware of the diverse cultural and regulatory backgrounds of the trainees in your group. <br />
* Share additional resources and the rest of e-modules at the end of the session. <br />
* Collect feedback through the evaluation form to improve future sessions.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Welcome and introduction of the trainer, session program and objectives (10-15 mins)<br />
|Instruction Step Text=<div><br />
*Start by introducing yourself and the aim of the session:<br />
''Aim: To introduce the ethical challenges related to gene editing. Using a real case, it aims to encourage reflection on ethical issues related to this technology in an interactive way.''<br />
<br />
<div><br />
*Continue with an ice-breaker to warm up your audience. Do that before introducing the topic. Ask participants one of these questions, encourage participants to share their answers with all the group:<br />
*<br />
*<br />
**What’s one word that comes to mind when you think of gene editing?<br />
**What's one thing about gene editing that makes you feel excited or uneasy<br />
*Continue with a short introduction of the session and plan: <br />
</div><br />
<br />
#Short introduction to gene editing<br />
#Our focus today: mind-mapping <br />
#Mind mapping in smaller groups<br />
#Plenary discussion<br />
<br />
<div></div><br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Short introduction to gene editing (5 min)<br />
|Instruction Step Text=<div><div><br />
*Start explaining the topic in a short way. You can help yourself with a slide, but this is not necessary. An example of the content you can use as an introduction is below: <br />
</div><div></div><div><br />
''Gene editing is a transformative and evolving technology that has great potential for addressing problems in healthcare, agriculture, among other areas. However, it also raises critical ethical questions since it can have severe and long-term societal and environmental consequences. Since the CRISPR-Cas9 became a reality, many debates about human enhancement and justice issues regarding access to the technology have surrounded gene editing.'' <br />
</div><div><br />
''This training session is designed to equip participants with the knowledge and tools to navigate the complex ethical issues that arise from gene editing. By exploring and discussing real cases, participants will develop a deeper understanding of the challenges and responsibilities associated with gene editing.'' <br />
</div><div></div></div><div><br />
<u>Trainer Tip</u>: Use this moment to create a welcoming and open environment, emphasizing that the session wants to encourage ethical reflection in an open and safe space. <br />
</div><div></div><br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Mind-mapping (40 min)<br />
|Instruction Step Text=Introduce the technique of mind-mapping stating why it is useful and how you are going to use it in the session. Mind-mapping is combined with a presentation of a case extracted from the irecs modules Gene editing: Ethics issues ([https://classroom.eneri.eu/node/308 <u><span lang="EN-US">A Case Of Gene Editing In Human Embryos Eneri</span></u>]<u><span lang="EN-US">)</span></u>. You can use the information below to guide your participants: <br />
<br />
<div><br />
'''3.1 Mind-mapping: explain what it is and why is it useful''' <br />
<br />
</div><div><br />
''Mind-mapping: A brainstorming technique to visually organize information in groups and subgroups'' <br />
</div><div><br />
*''Encourages lateral thinking, pushing to explore and investigate a topic from different angles''<br />
*''Organizing thoughts and concepts and identifying knowledge gaps''<br />
*''Reflecting while creating, allowing for an informal and comfortable space for reflexivity''<br />
<br />
''Allows to use it in combination with a case, as we will do today!''<br />
<br />
<br />
<br />
'''3.2 Explain and provide the instructions for the exercise.''' <br />
<br />
It is important that you do that before the presentation of the case, so participants can focus on one thing at a time. Before showing the case, you should provide the following instructions - it is better if the instructions are in a slide: <br />
<br />
<br />
*''First - division in subgroups, provision of jamboard/whiteboard''<br />
*''Second - Screening of the case''<br />
*''Third - Go to the Jamboard/whiteboard!'' <br /><br />
**''Step 1 – assign a spokesperson in your group!''<br />
**''Step 2 – 5 min. Individual reflection - write single words related to the case on the jamboard. Do this step in silence. What are the words that come to your mind after hearing and watching this case?''<br />
**''Step 3 – 10 min. Start talking as a group. Organise the small concepts in big groups.''<br />
**''Step 4 – 10 min. Refine each category into smaller subgroups.'' <br />
**''Step 5 – 15 min. Back to plenary, discussion and reporting back.''<br />
</div><div><div><br />
<u>Trainer tip</u>: Prepare the jamboards/physical boards and some sticky notes of various colors previously, and have the instructions always available for participants, so they can do their exercise autonomously. In step 2, you can decide if you want to give categories (such as: ''as: '''Benefits, Harms, Principles, Responsibilities''''') or if you want to keep the decision of the categories to participants.<br />
</div><div><br />
<br />
<br />
'''3.3 Present the case, using the irecs video on the CRISPR-Cas9 case of Lulu and Nana.''' <br />
<br />
You can find it here: [https://classroom.eneri.eu/node/308 <u>A Case Of Gene Editing In Human Embryos Eneri</u>] - screening the video makes the session more interactive. If you cannot screen it, you can prepare a slide and read the text outloud. <br />
</div><div><br />
<br />
'''3.4 After the video, divide the group in smaller subgroups and start the exercise of mind-mapping:'''<br />
<br />
<br />
*Divide participants into subgroups (4-5 members). Provide each group with a white board/digital board and some sticky notes of various colors. <br />
*Remind participants to assign a spokesperson in each group before they start the exercise! This is an important step!<br />
*Always keep the instructions (in the previous section) on the screen.<br />
*Walk around the subgroups (or jump from room to room if you are providing the training online) to make sure that they are following the steps.<br />
*You can spark conversation by using the following example questions in case some groups are quiet:<br />
<br />
**What are the main ethical concerns related to this case?<br />
**What potential benefits could result from this technology?<br />
**What potential harms might arise from using this technology? Why?<br />
**What principles (e.g., justice, autonomy) are most relevant to this case?<br />
**How do these issues appear in practice? What is an action that can arise of those?<br />
</div><div></div><div><br />
<u>Trainer tip</u>: Keep track of time. You can have small breaks and check in with each subgroup while jumping from step to step to make sure that all the group is following the structure of the exercise. <br />
<br />
<br />
'''3.5 After the exercise, make all groups go back to the plenary''' <br />
<br />
<br />
*Ask the spokesperson of each group to present their analysis (5 minutes per group, depending on the number of groups).<br />
*Facilitate a plenary discussion to connect insights to real-world practices. Ask participants about their own experiences, (e.g. related real life examples they want to share them with the group). This part can be very interesting and insightful for participants, since it connects the exercise to real world practice, so it is good to keep time and energy for it.<br />
*To prompt the discussion you can make use of the following questions:<br />
<br />
<br />
**How did you experience the exercise?<br />
**Did your view change?<br />
**Do you see any similarities in real life experiences?<br />
**Were you surprised by any particular point that was raised during the discussions?<br />
</div></div><br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Closing (5-10 minutes)<br />
|Instruction Step Text=<div><br />
* Share a QR code linking to the evaluation form and online modules for continued learning. <br />
* Thank participants for their contributions and encourage them to apply their insights in their work and spread the word about the irecs modules. <br />
</div><br />
}}<br />
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{{Tags}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8606AboutCertifiedTrainers2023-03-01T10:04:56Z<p>0000-0003-1812-6405: </p>
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<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
{{FounderProfile|Michael-Schoener.jpg|Michael G. Schöner|Graduate Academy and University Didactics, University of Greifswald, Germany}}<br />
</div><br />
<br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Atlantic Technological University, Donegal, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Atlantic Technological University, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|Turiba University, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Iris-Lechner.jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
{{FounderProfile|Foto_Brigida.jpg|Brígida Alexandra Amaral Mendes Riso|Faculdade de Medicina da Universidade de Lisboa}}<br />
{{FounderProfile|Cintia_Aguas.jpg|Cíntia Águas|National Council of Ethics for the Life Sciences, Portugal}}<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa.jpeg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=File:Cintia_Aguas.jpg&diff=8605File:Cintia Aguas.jpg2023-03-01T10:01:26Z<p>0000-0003-1812-6405: </p>
<hr />
<div>Cintia Aguas VIRT2UE trainer</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8591AboutCertifiedTrainers2023-02-13T14:46:54Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
{{FounderProfile|Michael-Schoener.jpg|Michael G. Schöner|Graduate Academy and University Didactics, University of Greifswald, Germany}}<br />
</div><br />
<br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Atlantic Technological University, Donegal, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Atlantic Technological University, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|Turiba University, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Iris-Lechner.jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
{{FounderProfile|Foto_Brigida.jpg|Brígida Alexandra Amaral Mendes Riso|Faculdade de Medicina da Universidade de Lisboa}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa.jpeg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8590AboutCertifiedTrainers2023-02-13T14:17:18Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
{{FounderProfile|Michael-Schoener.jpg|Dr. Michael G. Schöner|Graduate Academy and University Didactics, University of Greifswal, Germanyd}}<br />
</div><br />
<br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Atlantic Technological University, Donegal, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Atlantic Technological University, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|Turiba University, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Iris-Lechner.jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
{{FounderProfile|Foto_Brigida.jpg|Brígida Alexandra Amaral Mendes Riso|Faculdade de Medicina da Universidade de Lisboa}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa.jpeg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=File:Iris-Lechner.jpg&diff=8589File:Iris-Lechner.jpg2023-02-13T14:15:43Z<p>0000-0003-1812-6405: </p>
<hr />
<div>Iris Lechner VIRT2UE trainer</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8588AboutCertifiedTrainers2023-02-13T14:09:56Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
{{FounderProfile|Michael-Schoener.jpg|Dr. Michael G. Schöner|Graduate Academy and University Didactics, University of Greifswal, Germanyd}}<br />
</div><br />
<br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Atlantic Technological University, Donegal, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Atlantic Technological University, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Lechner.jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
{{FounderProfile|Foto_Brigida.jpg|Brígida Alexandra Amaral Mendes Riso|Faculdade de Medicina da Universidade de Lisboa}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa.jpeg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8587AboutCertifiedTrainers2023-02-13T14:05:20Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
{{FounderProfile|Michael-Schoener.jpg|Dr. Michael G. Schöner|Graduate Academy and University Didactics, University of Greifswal, Germanyd}}<br />
</div><br />
<br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Atlantic Technological University, Donegal, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Atlantic Technological University, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Iris [[File:Lechner]].jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
{{FounderProfile|Foto_Brigida.jpg|Brígida Alexandra Amaral Mendes Riso|Faculdade de Medicina da Universidade de Lisboa}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa.jpeg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=File:Michael-Schoener.jpg&diff=8586File:Michael-Schoener.jpg2023-02-13T13:59:03Z<p>0000-0003-1812-6405: </p>
<hr />
<div>Michael Schoener picture VIRT2UE trainer</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8561AboutCertifiedTrainers2023-02-01T15:06:46Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
</div><br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Atlantic Technological University, Donegal, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Atlantic Technological University, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Iris [[File:Lechner]].jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
{{FounderProfile|Foto_Brigida.jpg|Brígida Alexandra Amaral Mendes Riso|Faculdade de Medicina da Universidade de Lisboa}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa.jpeg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=File:Foto_Brigida.jpg&diff=8560File:Foto Brigida.jpg2023-02-01T15:05:51Z<p>0000-0003-1812-6405: </p>
<hr />
<div></div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8559AboutCertifiedTrainers2023-02-01T15:04:22Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
</div><br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Atlantic Technological University, Donegal, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Atlantic Technological University, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Iris [[File:Lechner]].jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
{{FounderProfile|[[File:Foto_Brigida.jpg]]|Brígida Alexandra Amaral Mendes Riso|Faculdade de Medicina da Universidade de Lisboa}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa.jpeg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Cfe28d24-d753-4d63-8665-81e70298ce94&diff=8529Instruction:Cfe28d24-d753-4d63-8665-81e70298ce942023-01-18T12:38:07Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=Sertifika<br />
|Instruction Goal=Bu bölümde bulunan talimatlar, katılımcılara VIRT2UE eğitim sertifikasını nasıl alacakları hususunda bilgi vermektedir.<br />
|Has Requirements=Bu materyal, VIRT2UE eğitmen eğitimi programının bir parçası olup bu program dahilinde eğitim alan ve eğitim veren kişiler için hazırlanmıştır.<br />
|Has Duration=1<br />
|Important For=Research integrity trainers; Trainers in training<br />
|Has Method=Blended learning<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=VIRT2UE eğitmen eğitimi programına kaydolan katılımcıların, sertifikalı eğitmen olma şansı vardır. Bu sertifika, sertifika sahibi kişinin bir araştırma doğruluğu eğitmeni olarak gerekli didaktik becerilere sahip olduğunu gösterir. Katılımcılar online ve yüz yüze dersleri tamamladıklarında ve 10 başka araştırmacıyı eğittiklerinde sertifikayı almaya hak kazanırlar.<br />
<br />
Katılımcıların tercihen tüm eğitim oturumlarına katılmış, toplantılar arasındaki dönemde beş alıştırmayı uygulamış ve 10 başka araştırmacıyı bu beş alıştırmanın en az üçü üzerinden eğitmiş olmaları gerekmektedir. Ancak bu yükümlülükler gerektiği durumlarda değiştirilebilir (örneğin küçük araştırma topluluklarında eğitim almaya istekli 10 araştırmacı bulmak zor olabilir). Eğitim alan kişinin sertifika almaya hak kazanmak için yeteri kadar dersi tamamlayıp tamamlamadığına eğitmen karar verecektir. Becerilerine güveniyor olmaları durumunda eğitimi alan katılımcılar iki yüz yüze oturum arasında yalnızca alıştırmaları uygulamak yerine 10 araştırmacıyı eğitmeyi de tercih edebilirler.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=60 saatlik VIRT2UE eğitimini tamamlayın<br />
|Instruction Step Text=Eğitimi alan kişiler olarak üç online modülü tamamlamanız ve alıştırmaları kolaylaştırıcı olarak yönetmeyi öğreneceğiniz oturumlara katılmanız gerekmektedir. Hastalık ya da farklı bir zorunluluktan dolayı herhangi bir oturumu kaçırmanız durumunda sizden oturumda işlenilen alıştırmanın herhangi bir katılımcı arkadaşınız tarafından yapılan ‘uygulamasına’ katılmanız ve alıştırmayı kolaylaştırıcı olarak yönetmeyi kendi kendinize pratik etmeniz istenecektir. Sonrasında da özdüşünüm formunu doldurarak bu deneyiminiz üzerine fikir yürütmeniz gerekmektedir.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=10 kişiye VIRT2UE yaklaşımı üzerine eğitim verin<br />
|Instruction Step Text=VIRT2UE sertifikasını alabilmek için 10 araştırmacıya VIRT2UE yaklaşımı üzerine eğitim vermeniz gerekmektedir. VIRT2UE programı üç online modül ve beş katılımlı alıştırmadan oluşmaktadır. 10 araştırmacıyı 5 alıştırmanın 3’ü üzerinden eğitmeniz bizim için yeterlidir – bu, araştırma doğruluğu konusuna erdem temelli yaklaşımı öğrenmek için gerekli temeli sağlayacaktır. <br />
<br />
10 araştırmacının eğitimi, program esnasında katılımlı alıştırmaların ‘uygulanması’ aşamasının bir parçası olarak ya da program bittikten sonra gerçekleştirilebilir. <br />
<br />
Eğitiminize katılan araştırmacılara kendilerinin de birer eğitmen olabilmesi için gerekli olan detaylı bilgiyi verebilirsiniz. Bu opsiyonel bir adımdır ve VIRT2UE sertifikasını almanız için bir koşul değildir. Eğer gerçekten araştırmacıları eğitmen olmak üzere eğitmek isterseniz, bu kişilerin İyi Bilim Elçiliği web sitesindeki VIRT2UE kılavuzunu okuduklarından ve alıştırmaları kolaylaştırıcı olarak yönetmekle ilgili deneyimlerini paylaşmak için ekstra bir oturuma katıldıklarından emin olunuz. Yüz yüze toplantıların mümkün olmaması durumunda (örneğin pandemi esnasında) bu deneyim paylaşımı yazılı bir alıştırma, akran koçluğu ve/veya video konferans ile ikame edilebilir.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Eğitmeninizle çalışma ve başarılarınız üzerine konuşun<br />
|Instruction Step Text=Eğitimi tamamladıktan ve 10 araştırmacıyı eğittikten sonra (toplamda 60 saat) VIRT2UE konsorsiyumundan ‘Eğitmen’ sertifikasını almaya hak kazanacaksınız. Lütfen eğitmeninizle görüşerek kursun gerekliliklerini tam olarak yerine getirip getirmediğinizi kontrol edin.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Sertifikayı edinin<br />
|Instruction Step Text=VIRT2UE sertifikasını edinmek için bir öğrenme portföyü oluşturmanız gerekmektedir. Portföyünüz içerisinde bulunması gereken dosyalar aşağıda belirtilmiştir: <br />
<br />
*Tamamlanan görevlere ilişkin tablo: https://community.embassy.science/uploads/short-url/kDU9xWHeyxdC4ER1toih5KJGE8H.docx<br />
*Alıştırmaları kolaylaştırıcı olarak yönetirken edindiğiniz deneyimleri detaylandıran yorum formları: [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 Reflection form]<br />
*10 araştırmacıyı eğittiğinizi gösteren belgeler (zoom görüşmelerinden alınmış ekran görüntüleri/ yoklama kâğıdı / katılım bildirimi)<br />
<br />
Bunların yanı sıra sertifikanızın gönderilmesini istediğiniz adresi de yazmanız gerekmektedir (ev ya da iş adresiniz olabilir)!<br />
}}<br />
{{Instruction Remarks Trainee<br />
|Has Remarks=Bu eğitim, N 741782 sayılı hibe sözleşmesi gereğince, Avrupa Birliği’ne ait H2020 araştırma programı tarafından fonlanan VIRT2UE projesi kapsamında geliştirilmiştir.<br />
}}<br />
{{Custom TabContent Close Trainee}}<br />
{{Custom TabContent Trainer Open}}<br />
{{Instruction Steps Foldout Trainer}}<br />
{{Instruction Perspective Trainer<br />
|Is About=Bu eğitimi alan kişilerin, sertifikalı eğitmen olabilmek için online ve yüz yüze dersleri tamamlamaları ve 10 araştırmacıya bu eğitimi vermeleri gerekmektedir. 10 araştırmacının eğitimi, program esnasında ya da program bittikten sonra gerçekleştirilebilir.<br />
|Has Practical Tips=Katılımcıların tercihen tüm eğitim oturumlarına katılmış, toplantılar arasındaki dönemde beş alıştırmayı uygulamış ve sonrasında 10 başka araştırmacıyı eğitmiş olmaları gerekmektedir. Ancak bu sistemin (gerekli olduğunda) değiştirilmesi mümkündür:<br />
<br />
'''1) Diğer eğitmenlerin eğitilmesi'''<br />
<br />
10 araştırmacının eğitilmesi, program esnasında ya da program bittikten sonra gerçekleştirilebilir. Bu eğitimin, beş alıştırmanın tamamını kapsaması gerekmektedir. Katılımcılar bu on kişiyi eğitmen olmak üzere de eğitebilirler. Böyle bir durumda eğitimin, programın didaktik yönlerini de içermesi gerekir. Eğer katılımcılar eğitim verdikleri araştırmacıları eğitmen olmak üzere eğitmiyorlarsa böyle bir gereklilik bulunmamaktadır.<br />
<br />
Becerilerine güveniyor olmaları durumunda eğitimi alan katılımcılar iki yüz yüze oturum arasındaki dönemde yalnızca alıştırmaları uygulamak yerine 10 araştırmacıyı eğitmeyi de tercih edebilirler. Didaktik sebeplerden ötürü, tam bir eğitim organize etmeden önce alıştırmaların uygulanmasını önermekteyiz ancak son kertede karar katılımcılarındır.<br />
<br />
'''2) İkinci yüz yüze oturum'''<br />
<br />
Toplantıya katılımın organize edilmesi mümkün değilse ya da bu toplantıya katılmak eğitimi alanlar için çok masraflı oluyorsa ikinci yüz yüze oturumun bir yazma alıştırması, akran koçluğu ve/veya video konferans ile ikame edilmesi mümkündür. İkinci yüz yüze oturuma katılmaktan muaf tutulmak isteyen katılımcıların kabul edilebilir gerekçeler sunması gerekmektedir.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Eğitim sertifikalarını verin<br />
|Instruction Step Text=Katılımcılardan size öğrenme portföylerini göndermelerini talep edin. Portföyün içerisinde bulunması gereken dosyalar aşağıda belirtilmiştir: <br />
<br />
1) 10 araştırmacıyı eğittiklerini gösteren belgeler (zoom görüşmelerinden alınmış ekran görüntüleri/ yoklama kâğıdı / katılım bildirimi),<br />
<br />
2) Tamamlanan görevlere ilişkin tablo,<br />
<br />
3) 5 adet alıştırmayı kolaylaştırıcı olarak yönetirken edindikleri deneyimleri detaylandıran yorum formları.<br />
<br />
Tamamlanan görevlere ilişkin tabloyu oluşturabilmeleri için katılımcılara <u>[https://public.3.basecamp.com/p/s86AXByFGri8GHTNQhhUKDDE bu tablo örneğini]</u> iletebilirsiniz.<br />
<br />
Alacakları sertifika, katılımcıların didaktik becerileri olan araştırma doğruluğu uzmanları olduğunu gösterecektir.<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks=Bu eğitim, N 741782 sayılı hibe sözleşmesi gereğince, Avrupa Birliği’ne ait H2020 araştırma programı tarafından fonlanan VIRT2UE projesi kapsamında geliştirilmiştir.<br />
}}<br />
{{Custom TabContent Close Trainer}}<br />
{{Related To<br />
|Related To Resource=Resource:63530b4d-df94-4dde-8235-2c0fa9c63b9d<br />
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53<br />
|Related To Instruction=Instruction:B149e547-dc94-4f97-a5b2-06108f7f6849;Instruction:05675a02-96ff-40a6-b47b-51dc12efcd44;Instruction:68273b5a-7959-47ec-8a19-3a28407bdeee<br />
}}<br />
{{Tags<br />
|Involves=VIRT2UE<br />
|Has Location=Europe<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2&diff=8528Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d22023-01-17T16:58:17Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=Introduction to Responsible Supervision, Mentoring and Role-modeling<br />
|Instruction Goal=This series of eLearning modules highlights the relevance of supervision, mentoring, and role-modeling in research environments and provides definitions of roles and their corresponding responsibilities.<br />
|Has Requirements=This is one of a four part series. The other three series are: [https://embassy.science/wiki/Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6 "Introduction to Research Integrity"] , [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity"]] and [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]]".<br />
<br />
You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.<br />
<br />
'''VIRT2UE Online modules privacy statement'''<br />
<br />
This privacy statement concerns the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the VIRT2UE consortium and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].<br />
<br />
'''''All information of users remains client side'''''<br />
<br />
At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.<br />
<br />
'''''Entering personal information in the modules'''''<br />
<br />
At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.<br />
<br />
[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.<br />
|Has Duration=1<br />
|Important For=Research integrity trainers; Trainers in training; Researchers; Supervisors; Mentors<br />
|Has Method=eLearning<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.<br />
<br />
*'''General responsibilities:''' You will be introduced to the general responsibilities that can apply to anyone enrolled in research, regardless of the role.<br />
*'''Roles:''' You will be introduced to the different roles in a research environment and their corresponding responsibilities.<br />
*'''Virtue Ethics approach:''' Virtue ethics will be applied to supervision, mentoring and role-modeling with some interactive exercises<br />
*'''Role-modeling:''' You will be introduced to the concept of role-modeling, the responsibilities of a role model and how it can influence research practice and culture.<br />
|Important Because=Supervision, mentoring, and role-modeling have a strong influence on research work environments. If a research environment is not open or is unsafe, researchers are less likely to raise concerns or admit mistakes. Therefore, contributing to an open, safe and responsible research environment is important to reduce problems such as poor mental health, drop-outs, fraudulent practices, discrimination, and harassment. For this reason, responsible and good supervision, and mentoring might be seen as duties of care to reduce and signal problems.<br />
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.<br />
<br />
Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Why responsible supervision, mentoring and role modeling?<br />
|Instruction Step Text=This module highlights the importance of good and responsible supervision, mentoring and role-modeling in research environments. Such practices create open and safe environments where problems like poor mental health, anxiety, discrimination and harassment and fraudulent practices might be reduced.<br />
[[File:Episode1.png|link=http://courses.embassy.science/Responsible_supervision_mentoring_role-modeling/story.html]]<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Roles and responsibilities in supervision and mentoring<br />
|Instruction Step Text=This module explores the different roles and corresponding responsibilities in research environments, allowing the researchers to recognize themselves in such roles and responsibilities. Furthermore, a virtue ethics approach is applied to supervision, mentoring and role-modeling with some interactive exercises.<br />
[[File:Episode2.png|link=http://courses.embassy.science/Roles_and_responsibilities_in_supervision_and_mentoring/story.html]]<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Challenges and ambitions<br />
|Instruction Step Text=The third episode is currently under construction.<br />
}}<br />
{{Instruction Remarks Trainee<br />
|Has Remarks='''List of contributors:'''<br />
<br />
Fenneke Blom<br />
<br />
<br />
We thank Nele Bracke, Stefanie van der Burght, Natalie Evans, Nicole Föger, Tamarinde Haven, Mike Kalichman, Armin Schmolmüller, and Guy Widdershoven for their constructive feedback during the process of developing!<br />
<br />
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.<br />
}}<br />
{{Custom TabContent Close Trainee}}<br />
{{Custom TabContent Trainer Open}}<br />
{{Instruction Steps Foldout Trainer}}<br />
{{Instruction Perspective Trainer<br />
|Is About=By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.<br />
|Important Because=Supervision, mentoring, and role-modeling have a strong influence on research work environments. If a research environment is not open or is unsafe, researchers are less likely to raise concerns or admit mistakes. Therefore, contributing to an open, safe and responsible research environment is important to reduce problems such as poor mental health, drop-outs, fraudulent practices, discrimination, and harassment. For this reason, responsible and good supervision, and mentoring might be seen as duties of care to reduce and signal problems.<br />
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.<br />
<br />
Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Why responsible supervision, mentoring and role modeling?<br />
|Instruction Step Text=This module highlights the importance of good and responsible supervision, mentoring and role-modeling in research environments. Such practices, create open and safe environments where problems like poor mental health, anxiety, discrimination and harassment and fraudulent practices might be reduced.<br />
[[File:Episode1.png|link=http://courses.embassy.science/Responsible_supervision_mentoring_role-modeling/story.html]]<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Roles and responsibilities in supervision and mentoring<br />
|Instruction Step Text=This module explores the different roles and corresponding responsibilities in research environments, allowing the researchers to recognize themselves in such roles and responsabilities. Besides, a virtue ethics approach is applied to supervision, mentoring and role-modeling with some interactive exercises.<br />
[[File:Episode2.png|link=http://courses.embassy.science/Roles_and_responsibilities_in_supervision_and_mentoring/story.html]]<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Challenges and ambitions<br />
|Instruction Step Text=The third episode is currently under construction.<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks='''List of contributors:'''<br />
<br />
Armin Schmolmüller<br />
<br />
We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!<br />
<br />
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.<br />
}}<br />
{{Custom TabContent Close Trainer}}<br />
{{Related To<br />
|Related To Resource=Resource:Bf7c9d54-cd9f-477c-8190-5c08bc4cf113;Resource:4bdb3879-4eb1-49b5-bcb9-e3e7ddf1a83e<br />
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}}<br />
{{Tags<br />
|Involves=VIRT2UE<br />
|Has Location=Europe<br />
|Has Virtue And Value=Care; Responsibility; Reflexivity<br />
|Has Good Practice And Misconduct=Supervision; Supervisor-student relationship; Mentor-trainee relationship; Mentor-trainee responsibilities; Mentor/trainee relationship; Mentoring; Mentorship responsibilities; Interpersonal conflicts in mentoring<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:43c900ea-a317-4528-8ece-1f3fb3564867&diff=8527Instruction:43c900ea-a317-4528-8ece-1f3fb35648672023-01-17T16:57:38Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=Virtue Ethics under Current Research Conditions<br />
|Instruction Goal=This series of eLearning modules fosters reflection on the current research culture and conditions that undermine values inherent in the scientific endeavour and make it more likely that researchers develop some vices.<br />
|Has Requirements=This is the third of a four part series. The other three series are: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity"]], [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity"]] and [https://embassy.science/wiki/Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2 "Introduction to responsible supervision, mentoring and role-modeling"].<br />
<br />
You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.<br />
<br />
'''VIRT2UE Online modules privacy statement'''<br />
<br />
This privacy statement concerns the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the VIRT2UE consortium and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].<br />
<br />
'''''All information of users remains client side'''''<br />
<br />
At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.<br />
<br />
'''''Entering personal information in the modules'''''<br />
<br />
At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.<br />
<br />
[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.<br />
|Has Duration=1<br />
|Important For=Research integrity trainers; Researchers; Trainers in training<br />
|Has Method=eLearning<br />
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=By taking these eLearning modules you will learn about and reflect on:<br /><br />
<br />
*'''Your experience of cognitive dissonance in a research related context:''' You will be guided in recognizing the relevance and dynamics of cognitive dissonance within the research process.<br />
<br />
*'''The necessity and risks of applying self-justification strategies:''' You will be guided and invited to reflect on the self-justification strategies you might use, and the possible unintended consequences they might lead to, like the development of cognitive biases.<br />
<br />
*'''The most relevant breaches of research integrity in your discipline and possible self-justification strategies:''' After identifying the most relevant violations of research integrity in your discipline you will be invited to write different types of self-justification strategies.<br />
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.<br />
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player. <br />
<br />
Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input (A print-out solution is planned, but is not available yet).<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Performative Culture in Research<br />
|Instruction Step Text=This module starts with the assumption that many researchers may perceive a tension between virtue ethics and performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions create incentives to be boastful. A reflection exercise asks learners to reflect on the effect of a performative culture in research, and whether these may tempt to act more boastfully. <br />
<br />
[[File:Performative Culture in Research.jpg|link=http://courses.embassy.science/performative_culture_in_research/story.html]]<br />
<br />
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Performative%20Culture%20in%20Research_SCORM.zip here]<br />
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research<br />
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites reflection on the experience of cognitive dissonance and moral distress in one's research.<br />
<br />
[[File:Cognitive Dissonance and Moral Distress.jpg|link=http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html]]<br />
<br />
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Cognitive%20Dissonance%20&%20Moral%20Distress_SCORM.zip here]<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Why We Justify Unethical Behaviour<br />
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.<br />
<br />
[[File:Why we Justify Unethical Behaviour.jpg|link=http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html]]<br />
<br />
<br />
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Why%20we%20justify%20unethical%20behaviour_SCORM.zip here]<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=To Make a Virtue of Necessity<br />
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to transform distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around). <br />
<br />
[[File:To Make a Virtue of Necessity.jpg|link=http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html]]<br />
<br />
<br />
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/To%20make%20a%20virtue%20of%20necessity_SCORM.zip here]<br />
}}<br />
{{Instruction Remarks Trainee<br />
|Has Remarks='''List of contributors:'''<br />
<br />
Armin Schmolmüller<br />
<br />
We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!<br />
<br />
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.<br />
}}<br />
{{Custom TabContent Close Trainee}}<br />
{{Custom TabContent Trainer Open}}<br />
{{Instruction Steps Foldout Trainer}}<br />
{{Instruction Perspective Trainer<br />
|Is About=This series of eLearning modules supports users in reflecting on possible circumstances that might undermine a good research and and prevent researchers from developing virtues. By taking these modules learners will:<br />
<br />
<br /><br />
<br />
*'''Reflect on their experience of cognitive dissonance'''<ref>''Cognitive Dissonance Theory'' was initiated by Festinger, L. (1957). ''A Theory of Cognitive Dissonance''. Stanford University Press</ref> '''in a research related context.''' Both in explaining and demonstrating the underlying dynamics and relevance of cognitive dissonance for the research process, learners are likely to experience this psychological discomfort, and reflect upon it.<br />
<br />
<br /><br />
<br />
*'''Reflect on the necessity and risks of applying self-justification strategies.''' Both in explaining and demonstrating the underlying dynamics informing the application of self-justification strategies in research, learners are invited to reflect on the self-justification strategies they use, and the possible unintended consequences, like the development of cognitive biases.<br />
<br />
*'''Select the most relevant breach of research integrity in their discipline and invent self-justification strategies.''' In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that have previously introduced to them with the example of honorary authorship.<br />
<references /><br />
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.<br />
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player. <br />
<br />
Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Performative Culture in Research<br />
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks learners to reflect on the effect of a performative culture in research, and whether these may tempt them to act more boastfully. <br />
<br />
[http://courses.embassy.science/performative_culture_in_research/story.html Open course]<br />
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research<br />
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.<br />
<br />
<br />
[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Why we justify unethical behaviour<br />
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship. <br />
<br />
[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=To make a virtue of necessity<br />
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).<br />
<br />
<br />
[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks='''List of contributors:'''<br />
<br />
Armin Schmolmüller<br />
<br />
We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!<br />
<br />
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.<br />
}}<br />
{{Custom TabContent Close Trainer}}<br />
{{Related To<br />
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01<br />
|Related To Theme=Theme:Cda80c83-0101-4e27-bdc0-87a45846e5ed;Theme:28a0859b-9e52-4af4-97f0-b0f8eeac1f1c<br />
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:86f47366-a189-4395-9301-36ddb6d1fc68<br />
}}<br />
{{Tags<br />
|Involves=VIRT2UE<br />
|Has Location=Europe<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:86f47366-a189-4395-9301-36ddb6d1fc68&diff=8526Instruction:86f47366-a189-4395-9301-36ddb6d1fc682023-01-17T16:57:02Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=Introduction of Virtue Ethics to Research Integrity<br />
|Instruction Goal=This series of eLearning modules provides an introduction to virtue ethics, and highlights the relevance of virtue ethics for research integrity. Learners are invited to self-assess newly gained knowledge, relate and apply the concepts in reflexive exercises, or reflect on the relevance of these concepts for their daily research practice by drawing upon their prior experience.<br />
|Has Requirements=This is the second of a four part series. The other three series are: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity]]" and [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]]" and [https://embassy.science/wiki/Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2 "Introduction to responsible supervision, mentoring and role-modeling".]<br />
<br />
You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.<br />
<br />
'''VIRT2UE Online modules privacy statement'''<br />
<br />
This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the VIRT2UE consortium and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].<br />
<br />
'''''All information of users remains client side'''''<br />
<br />
At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.<br />
<br />
'''''Entering personal information in the modules'''''<br />
<br />
At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.<br />
<br />
[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.<br />
|Has Duration=1<br />
|Important For=Researchers; Research integrity trainers; Trainers in training<br />
|Has Method=eLearning<br />
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=By taking these interactive modules you will learn about and reflect on: <br />
<br />
*'''Key characteristics of [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''': After watching an introductory video on virtue ethics, you can self-assess your knowledge of the most relevant characteristics of virtue ethics.<br />
*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]''' After an introduction to the concepts you will be asked to apply these concepts whilst analyzing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other a moral dilemma.<br />
*'''Your own aspirations to become a more virtuous researcher:''' After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).<br />
*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously.<br />
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.<br />
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player. <br />
<br />
Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=What is Virtue Ethics?<br />
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.<br />
<br />
[[File:What is Virtue Ethics.jpg|link=http://courses.embassy.science/what_is_virtue_ethics/story.html]]<br />
<br />
<br />
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/What%20is%20Virtue%20Ethics_SCORM.zip here]<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Virtue Ethics & Research Integrity<br />
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre[[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[#%20ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.<br />
<br />
[[File:Virtue Ethics and Research Integrity.jpg|link=http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html]]<br />
<br />
<br />
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Virtue%20Ethics%20&%20Research%20Integrity_SCORM.zip here]<br />
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.<br />
<br />
[[#%20ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Virtues in Research<br />
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity. <br />
<br />
[[File:Virtues in Research.jpg|link=http://courses.embassy.science/virtues_in_research/story.html]]<br />
<br />
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Virtues%20in%20Research_SCORM.zip here]<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=How virtues are taught<br />
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. <br />
<br />
[[File:How Virtues are Taught.jpg|link=http://courses.embassy.science/how_virtues_are_taught/story.html]]<br />
<br />
<br />
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/How%20virtues%20are%20taught_SCORM.zip here]<br />
}}<br />
{{Instruction Remarks Trainee<br />
|Has Remarks='''List of contributors:'''<br />
<br />
'''''Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.'''''<br />
<br />
We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!<br />
<br />
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.<br />
}}<br />
{{Custom TabContent Close Trainee}}<br />
{{Custom TabContent Trainer Open}}<br />
{{Instruction Steps Foldout Trainer}}<br />
{{Instruction Perspective Trainer<br />
|Is About=This series of eLearning modules provides an introduction to virtue ethics and its relevance for research integrity. By taking these modules, learners will need to:<br />
<br />
<br /><br />
<br />
*'''Demonstrate a basic understanding of key characteristics of virtue ethics.''' After watching an introductory video on virtue ethics, learners are required to answer a set of five multiple choice questions that aim to summarize the most relevant characteristics of virtue ethics. Learners get instant feedback on whether their responses are correct or not.<br />
<br />
*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.<br />
<br />
*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own laudation, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.<br />
<br />
*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously.<br />
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.<br />
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.<br />
<br />
Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=What is Virtue Ethics?<br />
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.<br />
<br />
<br />
[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Virtue Ethics & Research Integrity<br />
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre [[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[# ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.<br />
<br />
<br />
<br />
[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]<br />
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.<br />
<br />
[[# ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game<br />
<br /><br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Virtues in Research<br />
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.<br />
<br />
[http://courses.embassy.science/virtues_in_research/story.html Open course]<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=How virtues are taught<br />
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. [http://courses.embassy.science/how_virtues_are_taught/story.html Open course]<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks='''List of contributors:'''<br />
<br />
Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.<br />
<br />
We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!<br />
<br />
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.<br />
}}<br />
{{Custom TabContent Close Trainer}}<br />
{{Related To<br />
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01<br />
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53;Theme:Af676916-8a83-443a-aece-66abb3e9054f;Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34<br />
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867<br />
}}<br />
{{Tags<br />
|Involves=VIRT2UE<br />
|Has Location=Europe<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd&diff=8525Instruction:Fedb6d25-4eaf-4c47-adf3-5921bd6d8ebd2023-01-17T16:50:25Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=VIRT2UE Certification<br />
|Instruction Goal=These instructions provide information on how to obtain the VIRT2UE training certificate.<br />
|Has Requirements=This material is part of the VIRT2UE train the trainer program and is meant for trainers and trainees involved in the training.<br />
|Has Duration=1<br />
|Important For=Research integrity trainers; Trainers in training<br />
|Has Method=Blended learning<br />
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=By registering for the VIRT<sup>2</sup>UE 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. <br />
<br />
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.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Complete the 60 hour VIRT2UE course<br />
|Instruction Step Text=As a trainee, you must complete the three online modules and attend the sessions in which you will learn how to facilitate the five participatory exercises. <br />
<br />
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.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Train 10 researchers in the VIRT2UE approach<br />
|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.<br />
<br />
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.<br />
<br />
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).<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Discuss assignments and achievements with your trainer<br />
|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.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Obtain the certificate<br />
|Instruction Step Text=To obtain the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:<br />
<br />
<br /><br />
<br />
*An overview table of tasks completed: https://community.embassy.science/uploads/short-url/kDU9xWHeyxdC4ER1toih5KJGE8H.docx<br />
*Reflection forms detailing your experiences facilitating the participatory exercises : [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 Reflection form]<br />
*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration). Please get the permission from your participants to share their details with the EC funded VIRT2UE project.<br />
<br />
You should also include the address you would like the certificate sent to (this can be a work or home address)!<br />
}}<br />
{{Instruction Remarks Trainee<br />
|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.<br />
}}<br />
{{Custom TabContent Close Trainee}}<br />
{{Custom TabContent Trainer Open}}<br />
{{Instruction Steps Foldout Trainer}}<br />
{{Instruction Perspective Trainer<br />
|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.<br />
|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: <br />
<br />
'''1) Training other trainers'''<br />
<br />
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. <br />
<br />
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. <br />
<br />
'''2) Second face to face meeting'''<br />
<br />
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.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Issue training certificate<br />
|Instruction Step Text=Ask trainees to send you their learning portfolios, including: <br />
<br />
1) evidence that they have trained 10 researchers (screenshot of video conference tool/attendance sheet/attendance declaration); <br />
<br />
2) an overview of tasks completed; <br />
<br />
3) reflection forms detailing their experiences facilitating the 5 participatory exercises. <br />
<br />
You may distribute [https://community.embassy.science/uploads/short-url/kDU9xWHeyxdC4ER1toih5KJGE8H.docx this table] which can be used to create an overview of tasks completed. <br />
<br />
The certificate confirms that they are didactically skilled research integrity experts.<br />
}}<br />
{{Instruction Remarks Trainer<br />
|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.<br />
}}<br />
{{Custom TabContent Close Trainer}}<br />
{{Related To<br />
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01<br />
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53<br />
|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<br />
}}<br />
{{Tags<br />
|Involves=VIRT2UE<br />
|Has Location=Europe<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:64cb2917-6ee4-44ca-ad3b-b998bc6786ea&diff=8524Instruction:64cb2917-6ee4-44ca-ad3b-b998bc6786ea2023-01-17T16:38:59Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=Self Declaration Approach - a Reflection on the Varieties of Goodness in Research<br />
|Instruction Goal=This exercise fosters reflection on the concept of goodness and how it applies in the context of research.<br />
|Has Requirements=You need to have read the exercise's instructions before experiencing the exercise.<br />
<br />
Moreover, you need to be acquainted with:<br />
<br />
1) The concept of [[Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53|virtue]] and its importance for RI;<br />
<br />
2) The content of the [https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf European Code of Conduct for Research Integrity.]<br />
<br />
You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.<br />
|Has Duration=1<br />
|Has Participants=20<br />
|Important For=Researchers; Trainers in training; Research integrity trainers<br />
|Has Method=Face to Face; Participatory sessions<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=The Self-Declaration Approach (SDA) is an exercise designed to stimulate reflection on research integrity in a classroom setting which uses the question of “what is goodness and how may it be categorized” as a springboard. It makes use of participants’ responses specifically by gathering the participants’ thoughts and intuitions on goodness. For this purpose, a tool is used, the self-declaration sheet. You may download samples of self-declaration sheets [https://community.embassy.science/uploads/short-url/rvTyCQIFlNknyPYb8QaqbFBtF7B.docx HERE] and [https://community.embassy.science/uploads/short-url/9PH2T5388mgwfX7cf46EL8AmDJS.docx HERE]. This sheet gathers the trainees’ thoughts on the definition of goodness in research and on personal experiences on the topic.<br />
|Important Because=The study of research integrity can quickly become a rote process without knowing what goodness in research consists in. Knowing what goodness is and what a good research is are good foundations for the study of research integrity. This reflection brings focus on the very reason why we uphold integrity in research.<br />
|Has Practical Tips=1. Prior to the meeting, your trainer may require you to watch this [https://www.youtube.com/watch?v=E9SO9HIYTnc video on the Self-declaration Approach and the typologies of goodness]. <br />
<br />
2. During the training session, share with the group your inputs in the self-declaration sheets on the types of goodness. Explain why you think your example exemplifies a certain type of goodness. Allow your group mates to ask questions.<br />
<br />
3. For each type of goodness, discuss with your group what can happen if a type of goodness is not present.<br />
<br />
4. Are there forms or types of goodness that are less relevant for research integrity?<br />
<br />
4. Are virtues necessary to achieve each type of goodness?<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Preparation<br />
|Instruction Step Text=A few weeks before the session, you will be asked by your trainer to prepare for the session. For this you will need to fill out the self-declaration sheet (which will be sent to you by your trainer) and send it to the trainer at least a week before the training session. The self-declaration sheet allows you to reflect on your intuitions on goodness and will be used by the trainer to include your intuitions in the discussion during the session.<br />
<br><br />
Watch the videos to have an impression of this VIRT2UE Train-the-Trainer program. <br />
[[File: SDA.png|link=https://www.youtube.com/watch?v=E9SO9HIYTnc]]<br />
[[File: VGE.png|link=https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3]]<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Experiencing the exercise<br />
|Instruction Step Text=During the session, you are guided by a trainer who facilitates a group reflection about the concept of goodness. For this purpose, you will:<br />
<br />
#Learn about the varieties of goodness in research;<br />
#Reflect on your self declaration sheet in small groups (please look at practical tips for a list of questions you can use to structure your reflection);<br />
#Reflect on how the different types of goodness may be categorized;<br />
#Reflect on the content of the European Code of Conduct for Research Integrity (ECoC) by identifying how the types of goodness are exemplified in the code.<br />
<br />
The session will be based on the input you and the other participants gave in the self-reflection sheet you have filled in. <br />
<br />
For an overview of the steps in this exercise please look at the instructions for trainers.<br />
}}<br />
{{Instruction Remarks Trainee<br />
|Has Remarks='''List of contributors:''' <br />
<br />
Jan Helge Solbakk, Rosemarie Bernabe, Panagiotis Kavouras, Signe Mezinska, Volkan Kavas, Franca Marino.<br />
<br />
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.<br />
}}<br />
{{Custom TabContent Close Trainee}}<br />
{{Custom TabContent Trainer Open}}<br />
{{Instruction Steps Foldout Trainer}}<br />
{{Instruction Perspective Trainer<br />
|Is About=The exercise is designed to stimulate reflection on research integrity in a classroom setting by using the question “what is goodness and how may it be categorized” as a springboard. The focus of the exercise is to discuss the types of goodness and to reflect on the concept of goodness in research. This exercise is inspired by a broader and flexible approach, The Self-Declaration Approach (SDA)<ref>Solbakk, JH. (2015). What is it to do good medical ethics? One the concepts of “good” and “goodness” in medical ethics. J Med Ethics (41): 12-16</ref>, which makes use of participants’ responses to a self-declaration sheets to structure reflection on a specific research integrity (RI) topic. Including the participants’ intuitions in the discussion is the hallmark of this approach. This format is flexible in terms of its applicability and adaptability to different RI topics and different audiences.<br />
<references /><br />
|Important Because=The study of research integrity in research can quickly become a rote process without knowing what goodness in research consists in. This exercise is meant to aid reflection on the basics of what we mean by a “good research” anyway. <br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Distribute assignments<br />
|Instruction Step Text=A few weeks before the session, get in contact with the participants in the session and ask them to do the following: <br />
<br />
<br /><br />
<br />
*to prepare by filling out the self-declaration sheet. You may download samples of this sheet [https://www.dropbox.com/s/ymx1d8qtznt5r7j/SDA%20sheet%20ver%201%20%281%29.docx?dl=0 HERE] and [https://www.dropbox.com/s/rw3e32aj5ed1aas/SDA%20sheet%20ver%203.docx?dl=0 HERE]. Adapt the sheets as you see fit.<br />
*If you wish to not discuss the typologies of goodness extensively during the session, make the participants watch this [https://www.youtube.com/watch?v=E9SO9HIYTnc video on the Self-Declaration Approach and the Typologies of Goodness].<br />
<br />
Set a deadline for the assignment and ask participants to send you their self-declaration sheet at least one week before the session.<br />
<br />
The self-declaration sheet allows participants to reflect on the types of goodness from their standpoint. This also provides you with content for discussion during the session.<br />
<br />
When distributing the assignments be sure to mention that participants should not forget to bring a copy (either print or electronic) of their filled-out self-declaration sheets to the session and to be ready to discuss their responses with the rest of the group.<br />
<br />
<br /><br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Protect confidentiality<br />
|Instruction Step Text=Remind participants that responses provided in the self declaration sheet will be used for, and only for, class purposes, and that they should only share information that they are comfortable sharing with the class and that would not necessitate mandatory reporting. <br />
<br />
It is strongly recommended to ask participants to sign a confidentiality agreement.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Prepare for the session<br />
|Instruction Step Text=Collect the sheets in due time and familiarize yourself with the responses given by participants. Participant’s input will be useful the content of the session. <br />
<br />
Prepare a Powerpoint presentation to facilitate the reflection during the session. If you made the participants watch the [https://www.youtube.com/watch?v=E9SO9HIYTnc video on the typologies of goodness], here is a [https://www.dropbox.com/s/a30do4g82u2a4fb/SDA%20Sample%20ppt%20on%20Goodness%20simplified%20version%20%281%29.pptx?dl=0 sample powerpoint] you can use. If you did not make the participants watch the video, you may [https://www.dropbox.com/s/xwiv7e0hggu3h9c/SDA%20Sample%20ppt%20on%20Goodness%20extended%20version.pptx?dl=0 use this powerpoint]. Revise the presentation as needed.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Introduce the concept of goodness in research<br />
|Instruction Step Text=Give a short presentation of the varieties of goodness with a specific focus on goodness in research. The length and depth of presentation will depend on whether you made the participants watch the video.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Foster reflection in subgroups<br />
|Instruction Step Text=Divide participants into groups of 3 to 5 and ask them to discuss their inputs in their self-declaration sheets and to relate their inputs to virtues and research integrity . <br />
<br />
Provide trainees with the following lists of questions which they can use to stimulate reflection: <br />
<br />
1. Share with the group your inputs in the self-declaration sheets on the types of goodness. Explain why you think your example exemplifies a certain type of goodness. Allow your group mates to ask questions.<br />
<br />
2. For each typology of goodness, discuss with your group what can happen if a type of goodness is not present.<br />
<br />
3. Are there varieties of goodness that are less relevant for research integrity?<br />
<br />
4. Are virtues necessary to achieve each typology of goodness?<br />
<br />
Give the trainees 20 to 30 minutes to discuss and to decide among themselves who should be the rapporteur.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Discuss groups' results and close the session<br />
|Instruction Step Text=After reflecting on the self-declaration sheet in small groups, invite participants to go back to the plenary session and ask them to report on their responses to the questions. Note that during the reporting they don’t have to report on each example. Rather, ask them if there were difficulties in providing examples and if there were disagreements. <br />
<br />
Conclude the session by summarizing the group findings and by going through sections of the European Code Of Conduct For Research Integrity ([https://allea.org/code-of-conduct/ ECoC]) that exemplify the typologies of goodness.<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks='''List of contributors:''' <br />
<br />
Jan Helge Solbakk, Rosemarie Bernabe, Panagiotis Kavouras, Signe Mezinska, Volkan Kavas, Franca Marino.<br />
<br />
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.<br />
}}<br />
{{Custom TabContent Close Trainer}}<br />
{{Related To<br />
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01<br />
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53<br />
|Related To Instruction=Instruction:Ba26bb80-b234-463a-b958-e806a5ec4478;Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3;Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad;Instruction:93e9ea5c-0af8-4b3c-9923-487e1d97048f<br />
}}<br />
{{Tags<br />
|Involves=VIRT2UE<br />
|Has Location=Europe<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Resource:B4f4ebfd-feb8-425a-ab54-e4d86c90d404&diff=8522Resource:B4f4ebfd-feb8-425a-ab54-e4d86c90d4042022-12-28T18:49:54Z<p>0000-0003-1812-6405: Created page with "{{Resource |Resource Type=Guidelines |Title=ICH Guidelines |Is About=The International Council for Harmonisation of Technical Requirements for Pharmaceuticals for Human Use (I..."</p>
<hr />
<div>{{Resource<br />
|Resource Type=Guidelines<br />
|Title=ICH Guidelines<br />
|Is About=The International Council for Harmonisation of Technical Requirements for Pharmaceuticals for Human Use (ICH) is unique in bringing together the regulatory authorities and pharmaceutical industry to discuss scientific and technical aspects of pharmaceuticals and develop ICH guidelines. ICH's mission is to achieve greater harmonisation worldwide to ensure that safe, effective and high quality medicines are developed, and registered and maintained in the most resource efficient manner whilst meeting high standards.<br />
|Important Because=ICH’s mission has been embodied in its Articles of Association as follows:<br />
<br />
* To make recommendations towards achieving greater harmonisation in the interpretation and application of technical guidelines and requirements for pharmaceutical product registration and the maintenance of such registrations;<br />
* To maintain a forum for a constructive dialogue on scientific issues between regulatory authorities and the pharmaceutical industry on the harmonisation of the technical requirements for pharmaceutical products;<br />
* To contribute to the protection of public health in the interest of patients from an international perspective;<br />
* To monitor and update harmonised technical requirements leading to a greater mutual acceptance of research and development data;<br />
* To avoid divergent future requirements through harmonisation of selected topics needed as a result of therapeutic advances and the development of new technologies for the production of medicinal products;<br />
* To facilitate the adoption of new or improved technical research and development approaches which update or replace current practices;<br />
* To encourage the adequate implementation and integration of common standards through the dissemination of, the communication of information about and coordination of training on, harmonised guidelines and their use;<br />
* And to develop policy for the ICH Medical Dictionary for Regulatory Activities Terminology (MedDRA) whilst ensuring the scientific and technical maintenance, development and dissemination of MedDRA as a standardised dictionary which facilitates the sharing of regulatory information internationally for medicinal products used by humans.<br />
|Important For=medical researchers; Pharma Industry; Clinical researchers; Researchers; Administrators; Laboratory researchers; Physicians; policy-makers in science<br />
}}<br />
{{Link<br />
|Has Link=https://www.ich.org/<br />
}}<br />
{{Related To<br />
|Related To Resource=Resource:19344715-932f-4599-b6db-cef280258d52;Resource:B0e5c922-6867-4439-ba5d-e2a71ff3405b<br />
}}<br />
{{Tags<br />
|Involves=ICH<br />
|Has Good Practice And Misconduct=Adherence to Regulations; Research with Humans<br />
|Related To Research Area=LS 07.03 - Pharmacology, pharmacogenomics, drug discovery and design, drug therapy<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8492AboutCertifiedTrainers2022-11-29T16:27:12Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
</div><br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Atlantic Technological University, Donegal, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Atlantic Technological University, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Iris [[File:Lechner]].jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa.jpeg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8491AboutCertifiedTrainers2022-11-29T16:26:01Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
</div><br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|LAtlantic Technological University, Donegal, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Atlantic Technological University, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Iris [[File:Lechner]].jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa.jpeg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Theme:63f356f9-aa1d-4405-9f1d-c27ec593df7b&diff=8490Theme:63f356f9-aa1d-4405-9f1d-c27ec593df7b2022-11-29T14:33:13Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Theme<br />
|Theme Type=Misconduct & Misbehaviors<br />
|Title=Dutch National Survey on Research Integrity<br />
|Is About=The National Survey on Research Integrity (NSRI) is the first-ever nation-wide online survey targeting researchers of all universities and university medical centres in The Netherlands. NSRI aims to report on factors that promote or hinder Responsible Research Practices (RRPs). These factors cover for instance perceptions of organizational justice, scientific norms, work pressure, mentoring, and social support. It is possible that these factors play different roles in different disciplinary fields: biomedical, natural and engineering sciences, social sciences, and the humanities. Similarly, the importance of the factors may vary over the career stages of a researcher. The NSRI is designed to be large enough to look separately at subgroups.<br />
<br />
The survey will also report on the prevalence of RRPs, Questionable Research Practices (QRPs) and research misconduct (defined as falsification and fabrication) in each of the four disciplinary fields and across three academic ranks. Because of its unique [https://www.youtube.com/watch?v=vvcaziHteAI methodology] and its nationwide target of approximately 40,000 researchers across all disciplinary fields, NSRI can provide solid data to identify driving factors that promote or hinder RRP.<br />
|Important Because=Many researchers work in environments that stimulate responsible behavior. However, scholarly environments are also complex and full of competition. Competition can stimulate people to work hard, but may also have downsides. What is an optimal research environment? What working conditions are detrimental to good research practices? Fostering responsible research and preventing questionable practices is important. However, the causes behind the variability in engagement in responsible and questionable practices and research misconduct are largely unknown. Once known, strategies to enhance responsible research practices while reducing questionable practices can be developed and evaluated. The NSRI attempts to play an important role in solving this. Watch this two-minute [https://www.youtube.com/watch?v=SYvsa-1d_wQ video] on why research integrity matters to every one of us in society.<br />
<br />
To optimally address all 40,000 academic researchers in The Netherlands, a survey instrument was the most fitting choice for this project. While it has its drawbacks, especially when studying a complex topic such as research integrity, the primary goal of this survey was to get concrete estimates of RRP, QRPs, and their associated factors for these practices across disciplines. Balancing time to answer such a survey, while protecting the privacy and the target sample size of about 40,000 researchers, a survey tool was most appropriate.<br />
<br />
This does not exclude us from exploring themes that will arise from the survey results through more detailed focus group discussions at the next stage of this project.<br />
<br />
The Dutch National Survey on Research Integrity (NSRI) is unique in a number of ways:<br />
<br />
* It aims to provide valid disciplinary field-specific estimates on the occurrence of responsible research practices and questionable research practices across the biomedical sciences, the humanities, natural sciences and engineering, and the social and behavioral sciences.<br />
*It targets the entire population of academic researchers in The Netherlands.<br />
*The survey employs a technique known as the [https://www.youtube.com/watch?v=vvcaziHteAI Randomized Response (RR)] which has shown to elicit more honest answers around sensitive topics.<br />
* It examines a broad range of factors that may impact scholars engagement in responsible research practices and questionable research practices.<br />
<br />
<br />
'''How is the privacy of participants joining the NSRI guaranteed?'''<br />
<br />
Given the sensitivity of the topic, NSRI has paid very close attention to fully ensuring the protection of the identity of the participants and their research institutions. Our privacy protection measures include:<br />
<br />
#No personal identifying data except disciplinary field and academic rank (PhD, A/Prof, Full Prof) were collected in the survey<br />
#The use of the [https://www.youtube.com/watch?v=vvcaziHteAI&feature=emb_logo Randomized Response] (RR) technique for the two most sensitive questions. RR which has been proven in research on doping and social security fraud to reduce the effect of social desirability and thereby elicit a greater sense of trust with respondents. It does so by creating a probabilistic rather than direct association between the answers of respondents and the sensitive question (see also [https://journals.sagepub.com/doi/10.1177/0049124104268664 Meta-Analysis of Randomized Response Research- Thirty-Five Years of Validation. Sociological Methods & Research 2005; 33 (3): 319-348)]<br />
#All data was collected by a trusted third party, [https://www.kantar.com/public/ Kantar Public] so the research team never directly received any personal data.<br />
#IP addresses were not collected. The research team only received anonymized data by disciplinary field and academic rank.<br />
<br />
Because of these measures, no data was analysed or published that can be traced to individual participants or specific research institutions. <br />
<br />
You can access the NSRI’s publications [https://community.embassy.science/c/nsri/97 here].<br />
<br />
To find out more about the NSRI, visit our FAQ page [https://community.embassy.science/t/nsri-faqs/358 here].<br />
|Important For=PhD students; Postdocs; Senior researchers; Early career researchers; Universities; Research funding organisations<br />
}}<br />
{{Related To}}<br />
{{Tags<br />
|Involves=NSRI<br />
|Has Timepoint=2020<br />
|Has Location=The Netherlands<br />
|Has Virtue And Value=Honesty; Transparency; Scrupulousness; Independence; Responsibility<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Theme:63f356f9-aa1d-4405-9f1d-c27ec593df7b&diff=8489Theme:63f356f9-aa1d-4405-9f1d-c27ec593df7b2022-11-29T14:32:58Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Theme<br />
|Theme Type=Good Practices<br />
|Has Parent Theme=Theme:639528ea-d2c2-4565-8b44-15bb9646f74b<br />
|Title=Dutch National Survey on Research Integrity<br />
|Is About=The National Survey on Research Integrity (NSRI) is the first-ever nation-wide online survey targeting researchers of all universities and university medical centres in The Netherlands. NSRI aims to report on factors that promote or hinder Responsible Research Practices (RRPs). These factors cover for instance perceptions of organizational justice, scientific norms, work pressure, mentoring, and social support. It is possible that these factors play different roles in different disciplinary fields: biomedical, natural and engineering sciences, social sciences, and the humanities. Similarly, the importance of the factors may vary over the career stages of a researcher. The NSRI is designed to be large enough to look separately at subgroups.<br />
<br />
The survey will also report on the prevalence of RRPs, Questionable Research Practices (QRPs) and research misconduct (defined as falsification and fabrication) in each of the four disciplinary fields and across three academic ranks. Because of its unique [https://www.youtube.com/watch?v=vvcaziHteAI methodology] and its nationwide target of approximately 40,000 researchers across all disciplinary fields, NSRI can provide solid data to identify driving factors that promote or hinder RRP.<br />
|Important Because=Many researchers work in environments that stimulate responsible behavior. However, scholarly environments are also complex and full of competition. Competition can stimulate people to work hard, but may also have downsides. What is an optimal research environment? What working conditions are detrimental to good research practices? Fostering responsible research and preventing questionable practices is important. However, the causes behind the variability in engagement in responsible and questionable practices and research misconduct are largely unknown. Once known, strategies to enhance responsible research practices while reducing questionable practices can be developed and evaluated. The NSRI attempts to play an important role in solving this. Watch this two-minute [https://www.youtube.com/watch?v=SYvsa-1d_wQ video] on why research integrity matters to every one of us in society.<br />
<br />
To optimally address all 40,000 academic researchers in The Netherlands, a survey instrument was the most fitting choice for this project. While it has its drawbacks, especially when studying a complex topic such as research integrity, the primary goal of this survey was to get concrete estimates of RRP, QRPs, and their associated factors for these practices across disciplines. Balancing time to answer such a survey, while protecting the privacy and the target sample size of about 40,000 researchers, a survey tool was most appropriate.<br />
<br />
This does not exclude us from exploring themes that will arise from the survey results through more detailed focus group discussions at the next stage of this project.<br />
<br />
The Dutch National Survey on Research Integrity (NSRI) is unique in a number of ways:<br />
<br />
* It aims to provide valid disciplinary field-specific estimates on the occurrence of responsible research practices and questionable research practices across the biomedical sciences, the humanities, natural sciences and engineering, and the social and behavioral sciences.<br />
*It targets the entire population of academic researchers in The Netherlands.<br />
*The survey employs a technique known as the [https://www.youtube.com/watch?v=vvcaziHteAI Randomized Response (RR)] which has shown to elicit more honest answers around sensitive topics.<br />
* It examines a broad range of factors that may impact scholars engagement in responsible research practices and questionable research practices.<br />
<br />
<br />
'''How is the privacy of participants joining the NSRI guaranteed?'''<br />
<br />
Given the sensitivity of the topic, NSRI has paid very close attention to fully ensuring the protection of the identity of the participants and their research institutions. Our privacy protection measures include:<br />
<br />
#No personal identifying data except disciplinary field and academic rank (PhD, A/Prof, Full Prof) were collected in the survey<br />
#The use of the [https://www.youtube.com/watch?v=vvcaziHteAI&feature=emb_logo Randomized Response] (RR) technique for the two most sensitive questions. RR which has been proven in research on doping and social security fraud to reduce the effect of social desirability and thereby elicit a greater sense of trust with respondents. It does so by creating a probabilistic rather than direct association between the answers of respondents and the sensitive question (see also [https://journals.sagepub.com/doi/10.1177/0049124104268664 Meta-Analysis of Randomized Response Research- Thirty-Five Years of Validation. Sociological Methods & Research 2005; 33 (3): 319-348)]<br />
#All data was collected by a trusted third party, [https://www.kantar.com/public/ Kantar Public] so the research team never directly received any personal data.<br />
#IP addresses were not collected. The research team only received anonymized data by disciplinary field and academic rank.<br />
<br />
Because of these measures, no data was analysed or published that can be traced to individual participants or specific research institutions. <br />
<br />
You can access the NSRI’s publications [https://community.embassy.science/c/nsri/97 here].<br />
<br />
To find out more about the NSRI, visit our FAQ page [https://community.embassy.science/t/nsri-faqs/358 here].<br />
|Important For=PhD students; Postdocs; Senior researchers; Early career researchers; Universities; Research funding organisations<br />
}}<br />
{{Related To}}<br />
{{Tags<br />
|Involves=NSRI<br />
|Has Timepoint=2020<br />
|Has Location=The Netherlands<br />
|Has Virtue And Value=Honesty; Transparency; Scrupulousness; Independence; Responsibility<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8488AboutCertifiedTrainers2022-11-29T13:00:48Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
</div><br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Letterkenny Institute of Technology, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Institute of Technology, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Iris [[File:Lechner]].jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa.jpeg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=File:Maruxa.jpeg&diff=8487File:Maruxa.jpeg2022-11-29T12:59:01Z<p>0000-0003-1812-6405: </p>
<hr />
<div></div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=File:Lechner.jpeg&diff=8486File:Lechner.jpeg2022-11-29T12:54:12Z<p>0000-0003-1812-6405: </p>
<hr />
<div></div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8485AboutCertifiedTrainers2022-11-29T12:44:13Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
</div><br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Letterkenny Institute of Technology, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Institute of Technology, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Iris [[File:Lechner]].jpg|Iris Lechner|Vrije Universiteit Amsterdam, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
{{FounderProfile|Maruxa [[File:Martínez]].jpg|Maruxa Martínez Campos|PRBB & Universitat Pompeu Fabra, MELIS Department, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=AboutCertifiedTrainers&diff=8484AboutCertifiedTrainers2022-11-29T12:33:26Z<p>0000-0003-1812-6405: </p>
<hr />
<div><div class="pageheader row no-gutters"><br />
<div class="pageheader-back te-mw-link" data-href="Training" data-target="_self">[[File:Icon-back.svg]]<span>Training</span></div></div><br />
<br />
=Certified VIRT2UE Trainers=<br />
<br />
The VIRT2UE project, funded by the European Commission, has trained over 400 trainers across Europe. Below you can find the trainers who have completed the 60 hour course, trained at least 10 researchers in the approach, and consented to having their details on The Embassy. Trainers are listed by country.<br />
<br />
== Austria ==<br />
<div class="founders"><br />
{{FounderProfile|Verena SEIBOTH.jpg|Verena Seiboth|Institute of Science and Technology Austria, Austria}}{{FounderProfile|OR.jpg|Regina Obexer|The Entrepreneurial School, Austria}}<br />
{{FounderProfile|KT.jpg|Teodora Konach|OeAWI, Austria}}<br />
</div><br />
<br />
== Belgium ==<br />
<div class="founders"><br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|KU Leuven, Belgium}}{{FounderProfile|BramPussig Belgium2.jpg|Bram Pussig|KU Leuven, Belgium}}{{FounderProfile|Nele_Bracke.png|Nele Bracke|Ghent University, Belgium}}{{FounderProfile|Els Van Damme.jpg|Els Van Damme|Ghent University, Belgium}}{{FounderProfile|Stefanie Vanderburght.png|Stefanie Van der Burght|Ghent University, Belgium}}<br />
{{FounderProfile|Borana Taraj.jpg|Borana Taraj|European Association of Research Managers and Administrators, Belgium}}<br />
{{FounderProfile|Kris Dierickx2.jpg|Kris Dierickx|KU Leuven|Belgium}}<br />
</div><br />
<br />
== Bosnia and Herzegovina ==<br />
<div class="founders"><br />
{{FounderProfile|Nermina Cordalija.jpg|Nermina Cordalija|University of Sarajevo and University of Groningen, Bosnia and Herzegovina and The Netherlands}}<br />
</div><br />
<br />
== Croatia ==<br />
<div class="founders"><br />
{{FounderProfile|Ana-founder.jpg|Ana Marušić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ivan Buljan2.jpg|Ivan Buljan|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Ružica Tokalić.jpg|Ružica Tokalić|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Rea Roje.jpg|Rea Roje|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marin Viđak.jpg|Marin Viđak|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Marija Franka Žuljević.jpg|Marija Franka Žuljević|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Lana Barać.jpg|Lana Barać|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vicko_Tomic3.jpg|Vicko Tomić|University of Split, Croatia}}<br />
{{FounderProfile|Andrijana Perković Paloš.jpg|Andrijana Perković Paloš|University of Split, School of Medicine, Croatia}}<br />
{{FounderProfile|Vanja Pupovac.jpg|Vanja Pupovac|University of Rijeka, Croatia}}<br />
{{FounderProfile|Sandra Kostic.jpg|Sandra Kostic|University of Split School of Medicine, Croatia}}<br />
{{FounderProfile|Anita Lunic.jpg|Anita Lunić|University of Split, Croatia}}<br />
{{FounderProfile|Stjepan Marusic.jpg|Stjepan Marušić|ROGOR, Croatia}}<br />
</div><br />
<br />
== Czech Republic ==<br />
<div class="founders"><br />
{{FounderProfile|Tomáš Foltýnek.jpg|Tomáš Foltýnek|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Lucia Kantorová.jpg|Lucia Kantorová|Masaryk University, Czech Republic}}<br />
{{FounderProfile|Petra Lancova.png|Petra Lančová|Fakultní nemocnice u sv. Anny v Brně and Masaryk University, Czech Republic}}<br />
{{FounderProfile|Ondrej.jpg|Ondrej Daniel|Charles University, Czech Republic}}<br />
{{FounderProfile|Koscik.jpg|Michal Koščík|Masaryk University, Czech Republic}}<br />
</div><br />
<br />
== Denmark ==<br />
<div class="founders"><br />
{{FounderProfile|Jeanette B L Knox.jpg|Jeanette Bresson Ladegaard Knox|University of Copenhagen, Denmark}}<br />
</div><br />
<br />
== Estonia ==<br />
<div class="founders"><br />
{{FounderProfile|Anu Tammeleht.jpg|Anu Tammeleht|Tallinn University , Estonia}}<br />
</div><br />
<br />
== Ethiopia ==<br />
<div class="founders"><br />
{{FounderProfile|Akalework Mengesha.jpg|Akalework Mengesha|Addis Ababa University(AAU) & Wolaita Sodo University(WSU), Ethiopia}}<br />
{{FounderProfile|Zewde Zema.jpg|Zewde Zema|Wolaita Sodo University; College of Health Sciences and Medicine, School of Pharmacy, Ethiopia}} <br />
</div><br />
<br />
== Finland ==<br />
<div class="founders"><br />
{{FounderProfile|Erika Löfström.png|Erika Löfström|University of Helsinki, Finland}}<br />
{{FounderProfile|Solveig Cornér.jpg|Solveig Cornér|University of Helsinki, Finland}}<br />
{{FounderProfile|Heidipartti2.jpg|Heidi Partti|University of the Arts Helsinki, Finland}}<br />
{{FounderProfile|Victoria Kompanets.jpg|Victoria Kompanets|LUT University, Finland}}<br />
{{FounderProfile|Anna Mikkonen2.jpg|Anna Mikkonen| Häme University of Applied Sciences, Finland}}<br />
{{FounderProfile|MK.png|Merja Kylmäkoski|Humak University of Applied Sciences, Finland}}<br />
{{FounderProfile|Kupiainen Tarja.jpg| Tarja Kupiainen|Karelia University of Applied Sciences, Finland}}<br />
<br />
</div><br />
<br />
== France ==<br />
<div class="founders"><br />
{{FounderProfile|Celine_Thillou.png|Céline Thillou|Université de Mons, France}}<br />
{{FounderProfile|Guillaume durand2.jpg|Guillaume Durand|Université de Nantes, France}}<br />
{{FounderProfile|GregoireChabrol.jpg|Grégoire Chabrol| ECAM Strasbourg-Europe & ICube Laboratory, France}}<br />
{{FounderProfile|JacquesPy.jpg|Jacques Py| Université de Toulouse, France}}<br />
{{FounderProfile|Frederique Bordignon.jpg|Frédérique Bordignon|Ecole des Ponts ParisTech, France}}<br />
{{FounderProfile|Sylvie Demignot.jpg|Sylvie Demignot|École Pratique des Hautes Études – Paris Sciences et Lettres (EPHE-PSL),France}}<br />
</div><br />
<br />
== Germany ==<br />
<div class="founders"><br />
{{FounderProfile|Michael Mende.jpg|Michael Mende| University of Konstanz, Germany}}<br />
{{FounderProfile|TobiasSchmohl.png|Tobias Schmohl| OWL University of Applied Sciences and Arts, Germany}}<br />
{{FounderProfile|Lisa Tambornino.jpg|Lisa Tambornino|European Network of Research Ethics Committees (EUREC), Germany}}<br />
{{FounderProfile|Eirini Kouskoumvekaki.jpg|Eirini Kouskoumvekaki|Max Delbrück Center for Molecular Medicine, Germany}}<br />
{{FounderProfile|AB.png|Amudha Brugger|Helmholtz Zentrum München, Germany}}<br />
{{FounderProfile|VV.png|Valentina Vasilov|University of Duisburg-Essen, Germany}}<br />
{{FounderProfile|UT.jpg|Ulf Toelch|BIH QUEST Center for Responsible Research, Germany}}<br />
{{FounderProfile|Marlene Stoll.jpg|Marlene Stoll|Leibniz Institute for Psychology (ZPID), Germany}}<br />
{{FounderProfile|Asrih Lena.jpg|Lena Asrih|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Elena Sanchez Gomez.jpg|Elena Gómez Sánchez|Deutsches Bergbau-Museum Bochum, Leibniz-Forschungsmuseum für Georessourcen, Germany}}<br />
{{FounderProfile|Tom Lindemann1.jpg|Tom Lindemann|EUREC Office, Germany}}<br />
</div><br />
<br />
== Greece ==<br />
<div class="founders"><br />
{{FounderProfile|Vasiliki Petousi.jpg|Vasiliki Petousi|University of Crete, Greece}}<br />
{{FounderProfile|Panagiotis Kavouras2.jpg|Panagiotis Kavouras|National Technical University of Athens, Greece}}<br />
{{FounderProfile|Vassilis Markakis.jpg|Vassilis Markakis|National Technical University of Athens, Greece}}<br />
<br />
</div><br />
<br />
== Hungary ==<br />
<div class="founders"><br />
{{FounderProfile|Anna Catharina Armond.jpg|Anna Catharina Armond|University of Debrecen, Hungary}}<br />
</div><br />
<br />
== Ireland ==<br />
<div class="founders"><br />
{{FounderProfile|Sean Lacey2.jpg|Seán Lacey|Munster Technological University, Ireland}}<br />
{{FounderProfile|Helen Lawlor.jpg|Helen Lawlor|Dundalk Institute of Technology, Ireland}}<br />
{{FounderProfile|Amy Erbe Healy.jpg|Amy Erbe Healy| Mary Immaculate Collage, Ireland}}<br />
{{FounderProfile|Ger Kelly.jpg|Ger Kelly| Cork Institute of Technology, Ireland}}<br />
{{FounderProfile|Aija Freimanev2.jpg|Aija Freimane|TU Dublin School of Creative Arts, Ireland}}<br />
{{FounderProfile|Caragh Tisdall.jpg|Caragh Tisdall|Maynooth University, Ireland}}<br />
{{FounderProfile|Tara Doherty.jpg|Tara Doherty|Letterkenny Institute of Technology, Ireland}}<br />
{{FounderProfile|Patrick Murray.jpg|Patrick Murray|Limerick Institute of Technology, Ireland}}<br />
{{FounderProfile|Ruth Moran.jpg|Ruth Moran|Institute of Technology, Sligo, Ireland }}<br />
{{FounderProfile|Sinéad Hanrahan.jpg|Sinéad Hanrahan|Munster Technological University, Ireland}}<br />
{{FounderProfile|Ciara McManus.jpg|Ciara McManus |NIBRT, Ireland}}<br />
{{FounderProfile|Dooley.jpg|Ruth Dooley|University of Galway, Ireland}}<br />
{{FounderProfile|Dr. Kate Dune.jpg|Dr. Kate Dune|Atlantic Technological University, Ireland}}<br />
</div><br />
<br />
== Italy ==<br />
<div class="founders"><br />
{{FounderProfile|Marco Cosentino.jpg|Marco Cosentino| University of Insubria, Italy}}<br />
{{FounderProfile|AS.png|Andrea Squartini|University of Padova, Italy}}<br />
{{FounderProfile|Francesca Greco.png|Francesca Greco|University of Insubria, Italy}}<br />
{{FounderProfile|Silvia Ceruti.jpg|Silvia Ceruti|University of Insubria, Italy}}<br />
{{FounderProfile|Stefano Martini.png|Stefano Martini|University of Insubria, Italy}}<br />
{{FounderProfile|SallyLWilliams.jpg|Sally L Williams|University of Parma, Italy}}<br />
{{FounderProfile|Daniel Pizzolato3.jpg|Daniel Pizzolato|Italy (Also member of the Belgium Trainers' group)}}<br />
<br />
<br />
</div><br />
<br />
== Latvia ==<br />
<div class="founders"><br />
{{FounderProfile|Signe Mezinska.jpg|Signe Mežinska|University of Latvia, Latvia}}<br />
{{FounderProfile|Janis Kreicbergs.jpg|Jānis Kreicbergs| University of Latvia, Latvia}}<br />
{{FounderProfile|TIJAZIRINA.jpg|Tija Zīriņa|University of Latvia, Latvia }}<br />
{{FounderProfile|DainaVasilevska.jpg|Daina Vasilevska|, Latvia}}<br />
{{FounderProfile|IngridaVeiksa.jpg|Ingrīda Veikša|Turiba University, Latvia}}<br />
{{FounderProfile|MJFG.jpg|Manuel Joaquin Fernandez Gonzalez|Scientific Institute of Pedagogy of the Faculty of Education, Psychology and Arts, University of Latvia}}<br />
</div><br />
<br />
== Lithuania ==<br />
<div class="founders"><br />
{{FounderProfile|Rita Toleikiene3.jpg|Rita Toleikienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|Vita Juknevicienev2.jpg|Vita Juknevičienė| Šiauliai University, Lithuania}}<br />
{{FounderProfile|AstaCekanauskaite.jpg|Asta Čekanauskaitė| Vilnius University & Lithuanian Bioethics Committee, Lithuania}}<br />
{{FounderProfile|EO.jpg|Eglė Ozolinčiūtė|Office of the Ombudsperson for Academic Ethics and Procedures of the Republic of Lithuania}}<br />
</div><br />
<br />
== Luxembourg ==<br />
<div class="founders"><br />
{{FounderProfile|Ghislain Sillaume.jpg|Ghislain Sillaume|University of Luxembourg, Luxembourg}} <br />
</div><br />
<br />
== Malta ==<br />
<div class="founders"><br />
{{FounderProfile|Ilona.jpg|Ilona Schembri|University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
{{FounderProfile|LMA.jpg|Lilian M. Azzopardi|Department of Pharmacy, University of Malta}}<br />
</div><br />
<br />
== The Netherlands ==<br />
<div class="founders"><br />
{{FounderProfile|Guy-founder.jpg|Guy Widdershoven|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Natalie-founder.jpg|Natalie Evans|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Giulia-founder.jpg|Giulia Inguaggiato|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Albert Christiaan Molewijk.jpg|Albert Christiaan Molewijk (Photo: Sake Rijpkema)|Amsterdam UMC & Centre for Medical Ethics (Oslo), The Netherlands & Norway}}<br />
{{FounderProfile|Marc_van_hoof_founder.jpg|Marc van Hoof|Amsterdam University Medical Center, The Netherlands}}<br />
{{FounderProfile|Fenneke Blom.jpg|Fenneke Blom|Amsterdam UMC and HAN University of Applied Science, The Netherlands}}<br />
{{FounderProfile|Christian Ritter.png|Christian Ritter|Erasmus University, The Netherlands}}<br />
{{FounderProfile|NM.jpg|Nicolien Montessori|Utrecht University of Applied Sciences, The Netherlands}}<br />
{{FounderProfile|Rien Janssens.jpg|Rien Janssens|Amsterdam University Medical Center, The Netherlands}}<br />
<br />
</div><br />
<br />
== Nigeria ==<br />
<div class="founders"><br />
{{FounderProfile|Chiedozie Ike.jpg|Chiedozie Godian Ike|The Irrua Specialist Teaching Hospital, Nigeria}}<br />
{{FounderProfile|JNN.jpg|Job N Nmadu|Federal University of Technology, Minna, Nigeria}}<br />
</div><br />
<br />
== Norway ==<br />
<div class="founders"><br />
{{FounderProfile|JanHelgeSolbakk.jpg|Jan Helge Solbakk|Centre for Medical Ethics, University of Oslo, Norway}}<br />
{{FounderProfile|MetteKammen.jpg|Mette Kammen|University of South-Eastern Norway, Norway}}<br />
{{FounderProfile|MuhammadAsaduzzaman.jpg|Muhammad Asaduzzaman|University of Oslo & Planetary Health Alliance (USA), Norway & USA}}<br />
{{FounderProfile|AVS.png|Anne Valen-Sendstad Skisland|Department of Health and Nursing Sciences, University of Agder, Norway}}<br />
{{FounderProfile|Bjørn Morten Hofmann.jpg|Bjørn Morten Hofmann|University of Oslo, Norway}}<br />
{{FounderProfile|Tonje Lossius Husum.jpg|Tonje Lossius Husum|Oslo Metropolitan University Faculty of Health Sciences, Norway}}<br />
<br />
<br />
</div><br />
<br />
== Poland ==<br />
<div class="founders"><br />
{{FounderProfile|Karolina Strzebonska.jpg|Karolina Strzebonska| Jagiellonian University, Poland}}<br />
{{FounderProfile|Agnieszka Dwojak-Matras.jpg|Agnieszka Dwojak-Matras|Educational Research Institute, Poland}}<br />
{{FounderProfile|PB.jpg|Paola Buedo|Jagiellonian University Medical College, Poland}}<br />
{{FounderProfile|KK.jpg|Katarzyna Klaś|Jagiellonian University Medical College, Poland}}<br />
</div><br />
<br />
== Portugal ==<br />
<div class="founders"><br />
{{FounderProfile|Susana Teixeira Magalhães.jpg|Susana Teixeira Magalhães|University of Porto, Portugal}}<br />
{{FounderProfile|Ana Sofia Carvalho.png|Ana Sofia Carvalho|University of Porto, Portugal}}<br />
<br />
</div><br />
<br />
== Romania ==<br />
<div class="founders"><br />
{{FounderProfile|OA.jpg|Octav Andronic|Carol Davila University of Medicine and Pharmacy, Bucharest, Romania}}<br />
</div><br />
<br />
== Serbia ==<br />
<div class="founders"><br />
{{FounderProfile|Dragana Ignjatovic Ristic.jpg|Dragana Ignjatovic Ristic|University of Kragujevac, Serbia}}<br />
</div><br />
<br />
== Spain ==<br />
<div class="founders"><br />
{{FounderProfile|Jose Luis Molina.jpg|José Luis Molina|Universitat Autònoma de Barcelona, Spain}} <br />
{{FounderProfile|Marianna Nadeu.jpg|Marianna Nadeu Rota|Universitat Pompeu Fabra, Spain}}<br />
</div><br />
<br />
== South Africa ==<br />
<div class="founders"><br />
{{FounderProfile|P Saner Headshot.jpg|Paula Saner|University of Cape Town, South-Africa }}<br />
{{FounderProfile|Tanya Coetzee.jpg|Tanya Coetzee|University of South Africa, South Africa}}<br />
{{FounderProfile|Retha.png|Retha Visagie|University of South Africa, South Africa}}<br />
</div><br />
<br />
== Sweden ==<br />
<div class="founders"><br />
{{FounderProfile|JonasAkerman.jpg|Jonas Åkerman |Stockholm University, Sweden}}<br />
{{FounderProfile|Nicolò_Maccaferri.jpg|Nicolò Maccaferri|University of Luxembourg & Umeå University, Luxembourg & Sweden}}<br />
</div><br />
<br />
== Switzerland ==<br />
<div class="founders"><br />
{{FounderProfile|Schift Helmut.jpg|Helmut Schift|Paul Scherrer Institut, Switzerland}}<br />
</div><br />
<br />
== Turkey ==<br />
<div class="founders"><br />
{{FounderProfile|Volkan_Kavas.jpg|Mustafa Volkan Kavas|Ankara University, Turkey}}<br />
{{FounderProfile|VIRT2UE_Trainer_YIUlman.jpg|Yeşim Işıl Ülman|Acibadem University Istanbul, Turkey}}<br />
{{FounderProfile|Ceren Gülser İlikan Rasimoğlu.jpg|Ceren Gülser İlikan Rasimoğlu|Acıbadem University, Turkey}}<br />
{{FounderProfile|NS.jpg|Nazli Şencan|Acıbadem MAA University, School of Pharmacy, Istanbul, Turkey}}<br />
{{FounderProfile|Gulsum-Onal.jpg|Fatma Gulsum Onal|Trakya University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Thumbnail_Aslihan-Akpinar_(1).png|Aslihan Akpinar|Kocaeli University, School of Medine, Department of History of Medicine and Ethics, Turkey}}<br />
{{FounderProfile|Rahime.jpg|Rahime Aydin Er|Kocaeli University, School of Medine, Department of History of Medicine and Ethics and Department of Nursing, Turkey}}<br />
{{FounderProfile|Savas Volkan.jpg|Savaş Volkan Genç|Mehmet Akif Ersoy University, Faculty of Veterinary Medicine; Department of Veterinary Medicine History and Deontology, Turkey}} <br />
{{FounderProfile|Pınar Okyay1.jpg|Pınar Okyay|MAydin Adnan Menderes University, Turkey}} <br />
{{FounderProfile|Ali Yiğit.jpg|Ali Yiğit|Kafkas University, Turkey}} <br />
{{FounderProfile|Pınar Okyay.jpg|Eda Yirmibeşoğlu Erkal|University of Health Sciences, Istanbul, Turkey}} <br />
{{FounderProfile|İlker Kayı1.jpg|İlker Kayı|Koç University School of Medicine, Istanbul, Turkey}} <br />
{{FounderProfile|R. Tamay Başağaç Gül.jpg|R. Tamay Başağaç Gül|Ankara University, Turkey}} <br />
{{FounderProfile|Mukadder Gün.jpg|Mukadder Gün|Ufuk University School of Medicine, Ankara, Turkey}} <br />
{{FounderProfile|Gülay Yıldırım.jpg|Gülay Yıldırım|Sivas Cumhuriyet University, Turkey}} <br />
{{FounderProfile|Asuman Uyguntürk.jpg| Asuman Uyguntürk|Namik Kemal University, Turkey}} <br />
<br />
<br />
<br />
<br />
</div><br />
<br />
== United Kingdom ==<br />
<div class="founders"><br />
{{FounderProfile|Shivadas_Sivasubramaniam.png|Shivadas Sivasubramaniam| University of Derby, UK}}<br />
{{FounderProfile|PatriciaHenley.jpg|Patricia Henley|London School of Hygiene and Tropical Medicine, UK }}<br />
{{FounderProfile|AnnaRamberg.jpg|Anna Ramberg|City, University of London, UK}}<br />
{{FounderProfile|Alexandra Lautarescu.png|Alexandra Lautarescu|King's College London, UK}}<br />
{{FounderProfile|Antony_Walsh.jpg|Antony Walsh|University of Sussex, UK}} <br />
{{FounderProfile|Michael Schlussel.jpg|Michael Schlussel|The EQUATOR Network (UK Centre), Centre for Statistics in Medicine<br />
NDORMS, University of Oxford, UK}} <br />
{{FounderProfile|Magdalena Morawska.jpg|Magdalena Morawska|University College London, UK}} <br />
{{FounderProfile|Ying Lee.jpg|Ying Lee|School of Psychology and Clinical Language Sciences, University of Reading, UK}}<br />
{{FounderProfile|Elizabeth Magnusson1.jpg|Elizabeth Magnusson|Imperial College London, UK}}<br />
{{FounderProfile|Barbara_VB.jpg|Barbara Villarejo Balcells|The Institute of Cancer Research, University of London, UK}}<br />
{{FounderProfile|Sam Lewis.jpg|Sam Lewis|University of Lincoln, UK}}<br />
</div><br />
<br />
__NOINDEX__<br />
<div class="navigation-not-searchable"></div><br />
__NOEDITSECTION__</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=File:Dr._Kate_Dune.jpg&diff=8483File:Dr. Kate Dune.jpg2022-11-29T12:31:37Z<p>0000-0003-1812-6405: </p>
<hr />
<div></div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Theme:63f356f9-aa1d-4405-9f1d-c27ec593df7b&diff=8473Theme:63f356f9-aa1d-4405-9f1d-c27ec593df7b2022-11-23T14:08:34Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Theme<br />
|Theme Type=Good Practices<br />
|Has Parent Theme=Theme:639528ea-d2c2-4565-8b44-15bb9646f74b<br />
|Title=Dutch National Survey on Research Integrity<br />
|Is About=The Nationa Survey Research Integrity (NSRI) is the first-ever nation-wide online survey targeting researchers of all universities and university medical centres in The Netherlands. NSRI aims to report on factors that promote or hinder Responsible Research Practices (RRPs). These factors cover for instance perceptions of organizational justice, scientific norms, work pressure, mentoring, and social support. It is possible that these factors play different roles in different disciplinary fields: biomedical, natural and engineering sciences, social sciences, and the humanities. Similarly, the importance of the factors may vary over the career stages of a researcher. The NSRI is designed to be large enough to look separately at subgroups.<br />
<br />
The survey will also report on the prevalence of RRPs, Questionable Research Practices (QRPs) and research misconduct (defined as falsification and fabrication) in each of the four disciplinary fields and across three academic ranks. Because of its unique [https://www.youtube.com/watch?v=vvcaziHteAI methodology] and its nationwide target of approximately 40,000 researchers across all disciplinary fields, NSRI can provide solid data to identify driving factors that promote or hinder RRP.<br />
|Important Because=Many researchers work in environments that stimulate responsible behavior. However, scholarly environments are also complex and full of competition. Competition can stimulate people to work hard, but may also have downsides. What are optimal research environments? What working conditions are detrimental to good research practices? Fostering responsible research and preventing questionable practices is important. However, the causes behind the variability in engagement in responsible and questionable practices and research misconduct are largely unknown. Once known, strategies to enhance responsible research practices while reducing questionable practices can be developed and evaluated. The NSRI attempts to play an important role in solving this. Watch this two-minute [https://www.youtube.com/watch?v=SYvsa-1d_wQ video] on why research integrity matters to every one of us in society.<br />
<br />
To optimally address all 40,000 academic researchers in The Netherlands, a survey instrument was the most fitting choice for this project. While it has its drawbacks, especially when studying a complex topic such as research integrity, the primary goal of this survey was to get concrete estimates of RRP, QRPs, and their associated factors for these practices across disciplines. Balancing time to answer such a survey, while protecting the privacy and the target sample size of about 40,000 researchers, a survey tool was most appropriate.<br />
<br />
This does not exclude us from exploring themes that will arise from the survey results through more detailed focus group discussions at the next stage of this project.<br />
<br />
The Dutch National Survey on Research Integrity (NSRI) is unique in a number of ways:<br />
<br />
* It aims to provide valid disciplinary field-specific estimates on the occurrence of responsible research practices and questionable research practices across the biomedical sciences, the humanities, natural sciences and engineering, and the social and behavioral sciences.<br />
*It targets the entire population of academic researchers in The Netherlands; the largest sample ever studied in research integrity to-date.<br />
*The survey will employ a technique known as the Randomized Response (RR) which has shown to elicit more honest answers around sensitive topics.<br />
* It will examine a broad range of factors that may impact on scholars engagement in responsible research practices and questionable research practices.<br />
<br />
<br />
'''How is the privacy of participants joining the NSRI guaranteed?'''<br />
<br />
Given the sensitivity of the topic, NSRI has paid very close attention to fully ensuring the protection of the identity of the participants and their research institutions. Our privacy protection measures include:<br />
<br />
#No personal identifying data except disciplinary field and academic rank (PhD, A/Prof, Full Prof) were asked in the survey<br />
#The use of the [https://www.youtube.com/watch?v=vvcaziHteAI&feature=emb_logo Randomized Response] (RR) technique for the two most sensitive questions. RR which has been proven in research on doping and social security fraud to reduce the effect of social desirability and thereby elicit a greater sense of trust with respondents. It does so by creating a probabilistic rather than direct association between the answers of respondents and the sensitive question (see also [https://journals.sagepub.com/doi/10.1177/0049124104268664 Meta-Analysis of Randomized Response Research- Thirty-Five Years of Validation. Sociological Methods & Research 2005; 33 (3): 319-348)]<br />
#All data was collected by a trusted third party, [https://www.kantar.com/public/ Kantar Public] so the research team never directly receives any personal data.<br />
#IP addresses were not collected. The research team only received anonymized data by disciplinary field and academic rank.<br />
<br />
Because of these measures, no data was analysed or published that can be traced to individual participants or specific research institutions. <br />
<br />
You can access the NSRI’s publications [https://community.embassy.science/c/nsri/97 here].<br />
<br />
To find out more about the NSRI, visit our FAQ page [https://community.embassy.science/t/nsri-faqs/358 here].<br />
|Important For=PhD students; Postdocs; Senior researchers; Early career researchers; Universities<br />
}}<br />
{{Related To}}<br />
{{Tags<br />
|Involves=NSRI<br />
|Has Timepoint=2020<br />
|Has Location=The Netherlands<br />
|Has Virtue And Value=Honesty; Transparency; Scrupulousness; Independence; Responsibility<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Theme:63f356f9-aa1d-4405-9f1d-c27ec593df7b&diff=8472Theme:63f356f9-aa1d-4405-9f1d-c27ec593df7b2022-11-23T14:07:32Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Theme<br />
|Theme Type=Good Practices<br />
|Has Parent Theme=Theme:639528ea-d2c2-4565-8b44-15bb9646f74b<br />
|Title=Dutch National Survey on Research Integrity<br />
|Is About=The Nationa Survey Research Integrity (NSRI) is the first-ever nation-wide online survey targeting researchers of all universities and university medical centres in The Netherlands. NSRI aims to report on factors that promote or hinder Responsible Research Practices (RRPs). These factors cover for instance perceptions of organizational justice, scientific norms, work pressure, mentoring, and social support. It is possible that these factors play different roles in different disciplinary fields: biomedical, natural and engineering sciences, social sciences, and the humanities. Similarly, the importance of the factors may vary over the career stages of a researcher. The NSRI is designed to be large enough to look separately at subgroups.<br />
<br />
The survey will also report on the prevalence of RRPs, Questionable Research Practices (QRPs) and research misconduct (defined as falsification and fabrication) in each of the four disciplinary fields and across three academic ranks. Because of its unique [https://www.youtube.com/watch?v=vvcaziHteAI methodology] and its nationwide target of approximately 40,000 researchers across all disciplinary fields, NSRI can provide solid data to identify driving factors that promote or hinder RRP.<br />
|Important Because=Many researchers work in environments that stimulate responsible behavior. However, scholarly environments are also complex and full of competition. Competition can stimulate people to work hard, but may also have downsides. What are optimal research environments? What working conditions are detrimental to good research practices? Fostering responsible research and preventing questionable practices is important. However, the causes behind the variability in engagement in responsible and questionable practices and research misconduct are largely unknown. Once known, strategies to enhance responsible research practices while reducing questionable practices can be developed and evaluated. The NSRI attempts to play an important role in solving this. Watch this two-minute [https://www.youtube.com/watch?v=SYvsa-1d_wQ video] on why research integrity matters to every one of us in society.<br />
<br />
To optimally address all 40,000 academic researchers in The Netherlands, a survey instrument was the most fitting choice for this project. While it has its drawbacks, especially when studying a complex topic such as research integrity, the primary goal of this survey was to get concrete estimates of RRP, QRPs, and their associated factors for these practices across disciplines. Balancing time to answer such a survey, while protecting the privacy and the target sample size of about 40,000 researchers, a survey tool was most appropriate.<br />
<br />
This does not exclude us from exploring themes that will arise from the survey results through more detailed focus group discussions at the next stage of this project.<br />
<br />
The Dutch National Survey on Research Integrity (NSRI) is unique in a number of ways:<br />
<br />
* It aims to provide valid disciplinary field-specific estimates on the occurrence of responsible research practices and questionable research practices across the biomedical sciences, the humanities, natural sciences and engineering, and the social and behavioral sciences.<br />
* It targets the entire population of academic researchers in The Netherlands; the largest sample ever studied in research integrity to-date.<br />
* The survey will employ a technique known as the Randomized Response (RR) which has shown to elicit more honest answers around sensitive topics.<br />
* It will examine a broad range of factors that may impact on scholars engagement in responsible research practices and questionable research practices.<br />
<br />
'''How is the privacy of participants joining the NSRI guaranteed?'''<br />
<br />
Given the sensitivity of the topic, NSRI has paid very close attention to fully ensuring the protection of the identity of the participants and their research institutions. Our privacy protection measures include:<br />
<br />
# No personal identifying data except disciplinary field and academic rank (PhD, A/Prof, Full Prof) were asked in the survey<br />
# The use of the [https://www.youtube.com/watch?v=vvcaziHteAI&feature=emb_logo Randomized Response] (RR) technique for the two most sensitive questions. RR which has been proven in research on doping and social security fraud to reduce the effect of social desirability and thereby elicit a greater sense of trust with respondents. It does so by creating a probabilistic rather than direct association between the answers of respondents and the sensitive question (see also [https://journals.sagepub.com/doi/10.1177/0049124104268664 Meta-Analysis of Randomized Response Research- Thirty-Five Years of Validation. Sociological Methods & Research 2005; 33 (3): 319-348)]<br />
# All data was collected by a trusted third party, [https://www.kantar.com/public/ Kantar Public] so the research team never directly receives any personal data.<br />
# IP addresses were not collected. The research team only received anonymized data by disciplinary field and academic rank.<br />
<br />
Because of these measures, no data was analysed or published that can be traced to individual participants or specific research institutions.<br />
<br />
You can access the NSRI’s publications [https://community.embassy.science/c/nsri/97 here]. <br />
<br />
To find out more about the NSRI, visit our FAQ page [https://community.embassy.science/t/nsri-faqs/358 here].<br />
|Important For=PhD students; Postdocs; Senior researchers; Early career researchers; Universities<br />
}}<br />
{{Related To}}<br />
{{Tags<br />
|Involves=NSRI<br />
|Has Timepoint=2020<br />
|Has Location=The Netherlands<br />
|Has Virtue And Value=Honesty; Transparency; Scrupulousness; Independence; Responsibility<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Theme:63f356f9-aa1d-4405-9f1d-c27ec593df7b&diff=8441Theme:63f356f9-aa1d-4405-9f1d-c27ec593df7b2022-10-26T14:24:30Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Theme<br />
|Theme Type=Good Practices<br />
|Has Parent Theme=Theme:639528ea-d2c2-4565-8b44-15bb9646f74b<br />
|Title=Dutch National Survey on Research Integrity<br />
|Is About=The online [https://www.nsri2020.nl/ National Survey on Research Integrity] (NSRI) is a project focusing on the variability in research integrity in practice of researchers in the Netherlands. News about researchers faking results, cutting corners and having to retract their works often reach the media. What motivates researchers? Are truth, ambition, fame or other ideals important drivers? Do such goals collide and result in questionable research questions? The NSRI will shed light on these questions. The questionnaire will target a large sample of over 30,000 researchers in the Netherlands from several universities and university medical centres. Completing the questionnaire takes 15 minutes and it aims to include a broad range of disciplines, from humanities to particle physics.<br />
|Important Because=Many researchers work in environments that stimulate responsible behavior. However, scholarly environments are also complex and full of competition. Competition can stimulate people to work hard, but may also have downsides. What are optimal research environments? What working conditions are detrimental to good research practices? Fostering responsible research and preventing questionable practices is important. However, the causes behind the variability in engagement in responsible and questionable practices are largely unknown. Once known, strategies to enhance responsible research practices while reducing questionable practices can be developed and evaluated. The NSRI attempts to play an important role in solving this puzzle.<br />
<br />
<br />
'''How will the privacy of participants joining the NSRI be guaranteed?'''<br />
<br />
Given the sensitivity of the topic, NSRI pays very close attention to fully ensuring the protection of the identity of the participants and their research institutions. Our privacy protection measures include:<br />
<br />
#No personal identifying data except disciplinary field and academic rank (PhD, A/Prof, Full Prof) is asked in the survey<br />
#The use of the [https://www.youtube.com/watch?v=vvcaziHteAI&feature=emb_logo Randomized Response] (RR) technique for the two most sensitive questions. RR which has been proven in research on doping and social security fraud to reduce the effect of social desirability and thereby elicit a greater sense of trust with respondents. It does so by creating a probabilistic rather than direct association between the answers of respondents and the sensitive question (see also [https://journals.sagepub.com/doi/10.1177/0049124104268664 Meta-Analysis of Randomized Response Research- Thirty-Five Years of Validation. Sociological Methods & Research 2005; 33 (3): 319-348)]<br />
#All data will be collected by a trusted third party, [https://www.kantar.com/public/ Kantar Public] so the research team never directly receives any personal data.<br />
#IP addresses are not collected. The research team only receives anonymized data by disciplinary field and academic rank.<br />
<br />
Because of these measures, no data can be analysed or published that can be traced to individual participants or specific research institutions.<br />
<br />
What makes the NSRI unique?<br />
<br />
The National Survey of Research Integrity (NSRI) is unique in a number of ways:<br />
<br />
#It aims to provide valid disciplinary field-specific estimates on the occurrence of Responsible Research Practices (RRPs) and Questionable Research Practices (QRPs) across the biomedical sciences, the humanities, natural science and engineering, and the social and behavioral sciences.<br />
#It targets the entire population of academic researchers in The Netherlands, the largest sample ever studied in research integrity to date.<br />
#The survey will employ a technique known as the [https://www.youtube.com/watch?v=vvcaziHteAI&feature=emb_logo Randomized Response] (RR) which has shown to elicit more honest answers around sensitive topics.<br />
#It will examine a broad range of factors that may impact on scholars engagement in Responsible Research Practices (RRPs) and Questionable Research Practices (QRPs).<br />
|Important For=PhD students; Postdocs; Senior researchers; Early career researchers; Universities<br />
}}<br />
{{Related To}}<br />
{{Tags<br />
|Involves=NSRI<br />
|Has Timepoint=2020<br />
|Has Location=The Netherlands<br />
|Has Virtue And Value=Honesty; Transparency; Scrupulousness; Independence; Responsibility<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:A8c89ad8-1309-4556-bb3e-16ea432acaa1&diff=8439Instruction:A8c89ad8-1309-4556-bb3e-16ea432acaa12022-10-25T14:01:23Z<p>0000-0003-1812-6405: Created page with "{{Instruction |Title=Der Selbstauskunfts-Ansatz: Eine Reflexion über das Konzept des Guten in der Wissenschaft |Instruction Goal=Diese Übung fördert die Reflexion über das..."</p>
<hr />
<div>{{Instruction<br />
|Title=Der Selbstauskunfts-Ansatz: Eine Reflexion über das Konzept des Guten in der Wissenschaft<br />
|Instruction Goal=Diese Übung fördert die Reflexion über das Konzept des Guten und dessen Anwendung im wissenschaftlichen Kontext<br />
|Has Requirements=Wer die Übung durchführen möchte, sollte sich vorher die Anleitung durchlesen und sich mit folgenden Themen vertraut machen:<br />
<br />
a) dem Konzept der [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 Tugenden und deren Bedeutung] für Research Integrity;<br />
<br />
b) den Inhalten des Europäischen Verhaltenskodex für Integrität in der Forschung (engl.: https://www.allea.org/wp-content/uploads/2017/05/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017.pdf; dt.: https://www.allea.org/wp-content/uploads/2018/06/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017-Digital_DE_FINAL.pdf)..<br />
<br />
Bei der Durchführung dieser Übung ist es von Vorteil, wissenschaftliche Expertise zu haben (z.B. aufgrund derzeitiger oder früherer Beschäftigung in der Wissenschaft).<br />
|Has Duration=1<br />
|Has Participants=20<br />
|Important For=researchers; Trainers in training; Research integrity trainers<br />
|Has Method=Face to Face; Participatory sessions<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=Der SDA – Selbstauskunfts-Ansatz – ist eine Übung mit dem Ziel, in einem Workshop-Setting Reflexion über Research Integrity anzuregen. Dabei wird die Frage „Was ist das überhaupt, wenn etwas ''gut ''ist und wie könnten verschiedene Formen des Guten kategorisiert werden?“ als Ausgangspunkt benutzt. Mithilfe eines Selbstauskunfts-Arbeitsblattes werden Gedanken und intuitive Reaktionen der Teilnehmenden zum Konzept des Guten gesammelt. Diese Antworten sind für die Übung von besonderer Bedeutung. Auf dem Arbeitsblatt können die Gedanken der Teilnehmenden zum Thema ''des Guten ''sowie ihre Definition davon und ihre persönlichen Erfahrungen mit dem Thema festgehalten werden.<br />
|Important Because=Research Integrity-Übungen können zum oberflächlichen Auswendiglernen verleiten, ohne dass hinterfragt wird, was gute Forschung überhaupt ausmacht. Zu wissen, was ''gut'' in diesem Zusammenhang bedeutet und was gute Forschung ist, ist ein wichtiges Fundament für die Entwicklung und Übung von Research Integrity. Diese Reflexion lenkt die Aufmerksamkeit auf die zugrundeliegende Motivation, aufgrund derer wir uns mit der Integrität in der Forschung beschäftigen.<br />
|Has Practical Tips=# Vor dem Termin könnte dein:e Trainer:in dich auffordern, dieses Video über den Selbstauskunfts-Ansatz und die Typologie des Guten anzusehen: [https://www.youtube.com/watch?v=E9SO9HIYTnc Video].<br />
# Während der Übung wirst du deine Gedanken und Erkenntnisse aus dem Selbstauskunfts-Arbeitsblatt über die verschiedenen Arten des Guten mit den anderen Teilnehmenden in der Gruppe teilen. Erkläre ihnen dann, warum du die jeweiligen Beispiele für die verschiedenen Arten vom Guten ausgewählt hast. Gib der Gruppe die Möglichkeit, Fragen zu stellen.<br />
# Für jede Art des Guten werdet ihr mit der Gruppe diskutieren, was passieren könnte, wenn diese Art des Guten nicht vorhanden ist.<br />
# Gibt es bestimmte Arten des Guten, die für Research Integrity weniger relevant sind?<br />
# Sind Tugenden oder Wert notwendig, um die verschiedenen Arten des Guten zu erlangen?<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Vorbereitung<br />
|Instruction Step Text=Einige Wochen vor dem Termin wirst du von deinem/r Trainer:in gebeten, dich auf die Übung vorzubereiten. Dazu füllst du das Selbstauskunfts-Arbeitsblatt aus, das dir von deinem/r Trainer:in zugeschickt werden wird. Du solltest ihn spätestens eine Woche vor dem Workshop wieder an dein:e Trainer:in zurücksenden. Das Arbeitsblatt ermöglicht es dir, über deine intuitiven Gedanken zum Konzept des Guten nachzudenken. Dein:e Trainer:in wird es nutzen, um eure Gedanken zu dem Thema in die Diskussion während der Übung einzubeziehen. <br />
[[File:SDA.png|center|frameless|297x297px]]<br />
Sieh dir außerdem dieses [https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3 Video] an, um dir einen Eindruck vom VIRT2UE Train-the-Trainer-Programm zu verschaffen.<br />
<br /><br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Die Übung<br />
|Instruction Step Text=Während der Übung wird euch eure Trainer:in anleiten, eine Gruppenreflexion über das Konzept des Guten zu führen. Um diese Reflexion zu durchzuführen, werdet ihr:<br />
<br />
1. lernen, auf welche verschiedenen Arten Forschung ''gut'' sein kann;<br />
<br />
2. in kleinen Gruppen über eure Überlegungen aus dem Selbstauskunfts-Arbeitsblatt sprechen (eine Liste von Fragen, die diese Gruppenbesprechung erleichtert, findest du unter “Praktische Tipps”);<br />
<br />
3. darüber reflektieren, wie die unterschiedlichen Arten, auf die Forschung ''gut'' sein kann, kategorisiert werden können;<br />
<br />
4. über die Inhalte des Europäischen Verhaltenskodex für Integrität in der Forschung reflektieren, indem ihr diskutiert, wie die unterschiedlichen Arten des Guten in der Forschung im Kodex erläutert werden.<br />
<br />
Die Übung wird auf den Gedanken und Ideen aufbauen, die du und die anderen Teilnehmenden auf dem Selbstauskunfts-Arbeitsblatt festgehalten habt. <br />
<br />
Eine detaillierte Beschreibung der einzelnen Schritte dieser Übung ist bei den Anweisungen für die Trainer:innen zu finden.<br />
}}<br />
{{Instruction Remarks Trainee<br />
|Has Remarks='''Beitragende''': Jan Helge Solbakk, Rosemarie Bernabe, Panagiotis Kavouras, Signe Mezinska, Volkan Kavas, Franca Marino.<br />
<br />
Dieses Training wurde im Rahmen des Projekts VIRT2UE entwickelt, welches durch das H2020 Forschungsprogramm der Europäischen Union gefördert wurde (grant agreement N 741782).<br />
}}<br />
{{Custom TabContent Close Trainee}}<br />
{{Custom TabContent Trainer Open}}<br />
{{Instruction Steps Foldout Trainer}}<br />
{{Instruction Perspective Trainer<br />
|Is About=Diese Übung soll zum Nachdenken über Research Integrity in einem Workshop-Setting anregen. Die Frage „Was ist ''gut ''and wie können verschiedene Arten des Guten kategorisiert werden?“ dient als Ausgangspunkt für die Übung. Das Herzstück der Übung ist die Diskussion darüber, auf welche unterschiedlichen Arten Forschung ''gut'' sein kann und auf der Reflexion des Konzepts des Guten in der Forschung. Die Übung ist inspiriert von einer etwas allgemeineren Methode, dem Selbstauskunfts-Ansatz (self declaration approach, SDA). Dieser Ansatz nutzt die individuellen Antworten der Teilnehmenden auf einem Selbstreflexionsbogen, um die Reflexion über ein spezifisches Research Integrity-Thema zu strukturieren. Das Besondere an diesem Ansatz ist, dass die Gedanken und Intuitionen der Teilnehmenden in die Diskussion integriert werden. Diese Methode ist flexibel anwendbar und auf verschiedene Research Integrity-Themen sowie unterschiedliche Zielgruppen anpassbar.<br />
|Important Because=Diskussionen über oder Übungen zu Research Integrity laufen Gefahr, zum Auswendiglernen zu verleiten und ihre Wirkung zu verlieren, wenn nicht hinterfragt wird, was gute Forschung überhaupt ausmacht. Diese Übung soll helfen, über die Grundlagen dessen nachzudenken, was wir unter ''guter Forschung'' verstehen.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Verteile die Vorbereitungs-Aufgaben<br />
|Instruction Step Text=Einige Wochen vor dem Termin solltest du Kontakt zu den Workshop-Teilnehmenden aufnehmen und sie um Folgendes bitten:<br />
<br />
* Um möglichst gut vorbereitet zu sein, sollten sie das Selbstauskunfts-Arbeitsblatt ausfüllen. Passe die Arbeitsblätter gern so an, wie du es für richtig hältst.<br />
* Wenn ihr im Workshop die verschiedenen Arten des Guten von Forschung ausgiebig diskutieren wollt, dann teile diesen [https://www.youtube.com/watch?v=E9SO9HIYTnc Link] mit den Workshop-Teilnehmenden und bitte sie, sich das Video zum Selbstauskunfts-Ansatz und den verschiedenen Arten des Guten in der Forschung anzusehen.<br />
<br />
Lege einen Termin fest, bis zu dem dir die Workshop-Teilnehmenden die Arbeitsblätter ausgefüllt zurückschicken sollen (ca. eine Woche vor dem Workshop-Termin).<br />
<br />
Das Selbstauskunfts-Arbeitsblatt ermöglicht es den Teilnehmenden, aus ihrer Perspektive darüber nachzudenken, auf wie viele unterschiedliche Arten etwas ''gut'' sein kann. Zusätzlich entsteht dadurch eine gute inhaltliche Grundlage für die Diskussion während des Workshops. <br />
<br />
Erwähne bei der Verteilung der Vorbereitungs-Aufgaben, dass die Teilnehmenden eine (gedruckte oder digitale) Kopie ihres ausgefüllten Selbstauskunfts-Arbeitsblattes zum Workshop mitbringen sollten. Sie sollten außerdem darauf vorbereitet sein, ihre Antworten mit dem Rest der Gruppe zu teilen und zu diskutieren.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Vertraulichkeitsvereinbarung<br />
|Instruction Step Text=Erkläre den Teilnehmenden, dass die Antworten auf dem Selbstauskunfts-Arbeitsblatt ausschließlich für Übungszwecke verwendet werden. Sie sollten nur solche Informationen teilen, bei denen sie sich dabei wohl fühlen, sie in der Gruppe auszusprechen und die keine Meldepflicht nach sich ziehen würden. <br />
<br />
Es wird dringend empfohlen, die Teilnehmenden eine Vertraulichkeitserklärung unterschreiben zu lassen.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Vorbereitung der Übung<br />
|Instruction Step Text=Sammle die Arbeitsblätter der Teilnehmenden rechtzeitig ein und mache dich mit den Antworten der Teilnehmenden vertraut. Diese Gedanken und Antworten der Teilnehmenden werden für den Workshop sehr nützlich sein.<br />
<br />
Bereite eine Präsentation vor, um die Reflexionsprozesse während des Workshops zu erleichtern. Falls den Teilnehmenden das Video über die Typologien der Güte in der Wissenschaft gezeigt wurde, kann folgende Präsentation verwendet werden: [https://www.dropbox.com/s/a30do4g82u2a4fb/SDA%20Sample%20ppt%20on%20Goodness%20simplified%20version%20(1).pptx?dl=0 Beispielpräsentation] <br />
<br />
Falls den Teilnehmenden das Video nicht gezeigt wurde, kann folgende Präsentation gezeigt werden: [https://www.dropbox.com/s/xwiv7e0hggu3h9c/SDA%20Sample%20ppt%20on%20Goodness%20extended%20version.pptx?dl=0 Beispielpräsentation 2].<br />
<br />
Die Präsentationen können nach Bedarf überarbeitet werden.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Stelle das Konzept von Güte in der Forschung vor<br />
|Instruction Step Text=Du beginnst die Übung, in dem du in einer kurzen Präsentation die verschiedenen Typen des Guten vorstellst. Fokussiere dich dabei auf das Gute in der Forschung. Die Dauer und Tiefe der Diskussion hängt unter anderem davon ab, ob die Teilnehmenden zuvor das Video geschaut haben.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Reflexionsprozesse in Kleingruppen initiieren<br />
|Instruction Step Text=Teile die Teilnehmenden in Kleingruppen von 3 bis 5 Personen auf und bitte sie, ihre Gedanken und Beiträge aus dem Selbstauskunfts-Arbeitsblatt miteinander zu diskutieren und diese Ideen mit den Tugenden und Werten sowie der Research Integrity in Verbindung zu bringen. <br />
<br />
Um den Reflexionsprozess anzuregen, gib den Teilnehmenden die folgende Liste an Fragen:<br />
<br />
1. Teile deiner Kleingruppe mit, was du in dem Selbstauskunfts-Arbeitsblatt über die verschiedenen Arten des Guten geschrieben hast. Erkläre anhand deines Beispiels, warum dieses Beispiel eine bestimmte Art des Guten darstellt. Gib der Kleingruppe die Gelegenheit, dir Fragen zu stellen.<br />
<br />
2. Diskutiert für jede Art des Guten, was passieren kann, wenn diese Art des Guten nicht mehr vorhanden ist. <br />
<br />
3. Gibt es Arten des Guten, die für die Research Integrity weniger relevant sind?<br />
<br />
4. Sind Tugenden oder Werte notwendig, um jede Art des Guten zu erreichen?<br />
<br />
Gib den Teilnehmenden 20 bis 30 Minuten Zeit, um zu diskutieren. In der Zeit sollen sie sich auch auf eine Person einigen, die später die wichtigsten Erkenntnisse der Gruppe präsentiert.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Diskussion der Kleingruppenergebnisse und Beenden der Sitzung<br />
|Instruction Step Text=Bitte die Teilnehmenden nach der Reflexion ihrer Selbstauskunfts-Arbeitsblätter in Kleingruppen zurück ins Plenum, um dort über ihre Antworten auf die Fragen zu berichten. Im Plenum muss nicht jedes Beispiel berichtet werden. Vielmehr solltest du nachfragen, ob es Schwierigkeiten bei der Nennung von Beispielen gab und ob Unstimmigkeiten aufgetreten sind.<br />
<br />
Beende den Workshop, indem du die Erkenntnisse der Gruppe zusammenfasst und die verschiedenen Sektionen des [https://allea.org/code-of-conduct/%20ECoC Europäischen Verhaltenskodex für Integrität in der Forschung] zeigst, in denen die verschiedenen Arten des Guten in der Forschung veranschaulicht sind.<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks=Beitragende: Jan Helge Solbakk, Rosemarie Bernabe, Panagiotis Kavouras, Signe Mezinska, Volkan Kavas, Franca Marino.<br />
<br />
Dieses Training wurde im Rahmen des Projekts VIRT2UE entwickelt, welches durch das H2020 Forschungsprogramm der Europäischen Union gefördert wurde (grant agreement N 741782).<br />
}}<br />
{{Custom TabContent Close Trainer}}<br />
{{Related To<br />
|Related To Resource=Resource:63530b4d-df94-4dde-8235-2c0fa9c63b9d<br />
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53<br />
}}<br />
{{Tags<br />
|Involves=VIRT2UE<br />
|Has Location=Europe<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:92a9ffa9-96bf-4314-9463-78196ee2b8e4&diff=8438Instruction:92a9ffa9-96bf-4314-9463-78196ee2b8e42022-10-25T13:34:36Z<p>0000-0003-1812-6405: Created page with "{{Instruction |Title=Der Balanceakt |Instruction Goal=''Kann man zu ehrlich sein?'' Diese Übung hilft den Teilnehmenden, moralische Sensibilität in Bezug auf jene Werte und..."</p>
<hr />
<div>{{Instruction<br />
|Title=Der Balanceakt<br />
|Instruction Goal=''Kann man zu ehrlich sein?'' Diese Übung hilft den Teilnehmenden, moralische Sensibilität in Bezug auf jene Werte und Tugenden zu entwickeln, die grundlegend im Zusammenhang mit Research Integrity stehen. Die Übung fördert insbesondere die Reflexion über die moralische Ambiguität, die bestimmten Werten und Tugenden innewohnt.<br />
|Has Requirements=Wer die Übung durchführen möchte, sollte sich vorher die Anleitung durchlesen und sich mit folgenden Themen vertraut machen:<br />
<br />
a) den Konzepten der [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 Werte und Tugenden] und deren Bedeutung für Research Integrity;<br />
<br />
b) dem Konzept des “Balanceakts” oder der goldenen Mitte nach Aristoteles (siehe dieses Video: https://www.youtube.com/watch?v=PrvtOWEXDIQ;)<br />
<br />
c) den Inhalten des Europäischen Verhaltenskodex für Integrität in der Forschung (engl.: https://www.allea.org/wp-content/uploads/2017/05/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017.pdf; dt.: https://www.allea.org/wp-content/uploads/2018/06/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017-Digital_DE_FINAL.pdf), insbesondere dem ersten Abschnitt;<br />
<br />
d) der Definition von [https://embassy.science/wiki/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 Debatte und Dialog].<br />
<br />
Bei der Durchführung dieser Übung ist es von Vorteil, wissenschaftliche Expertise zu haben (z.B. aufgrund derzeitiger oder früherer Beschäftigung in der Wissenschaft).<br />
|Has Duration=2<br />
|Has Participants=20<br />
|Important For=Trainers in training; Researchers; Research integrity trainers<br />
|Has Method=Face to Face; Participatory sessions<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=Diese Übung basiert auf der Annahme, dass es nicht immer klar ist, wie Research Integrity in bestimmten Situationen gewährleitet werden kann, und dass es nicht immer offensichtlich ist, wie tugendhaftes Verhalten aussieht, wenn im Forschungsalltag Research Integrity gefährdet ist.<br />
|Important Because=Liest man verschiedene Research Integrity Verhaltenskodizes oder Leitlinien zur guten wissenschaftlichen Praxis, fällt auf, dass von den Wissenschaftler:innen oft erwartet wird, dass sie bestimmte Pflichten kennen und bestimmte Werte und Tugenden vertreten, und dass sie von alleine wüssten, wie sie sich entsprechend zu verhalten hätten. Beispiele sind: “Ehrlichkeit”, “Zuverlässigkeit”, “Verantwortung” und “Rechenschaftspflicht”.<br />
<br />
Doch wie sollte man sich verhalten, um dem Wert “Ehrlichkeit” in bestimmten Situationen gerecht zu werden? Kann ein:e Wissenschaftler:in zu ehrlich sein? Oder nicht ehrlich genug? Diese Übung fördert die gemeinsame und kritische moralische Überlegung darüber, was es bedeutet, sich bestimmten Werten und Tugenden entsprechend zu verhalten - vor allem in Situationen, die eine Herausforderung für die eigene oder allgemeine Research Integrity darstellen.<br />
|Has Practical Tips=Übersicht über wissenschaftsrelevante Werte und Tugenden:<br />
<br />
Ehrlichkeit · Neugier · Beobachtungsgabe · Ausdauer/Geduld · Objektivität · Bescheidenheit · Skepsis · Akribie · Mut · Zusammenarbeit · Entschlossenheit · Verantwortlichkeit · Verfügbarkeit · Kompetenz · Zuverlässigkeit · Aufrichtigkeit · Genauigkeit · Ehrlichkeit · Selbstlosigkeit · Reflexionsvermögen · Zielbewusstsein · Teamgeist · Gerechtigkeit · Loyalität · Mäßigung · Positivität · Offenheit · Respekt<br />
<br />
'''Handout 1''': <br />
<br />
Übung (individuell): Benenne einen Wert und male deinen Balanceakt auf<br />
<br />
'''Teil A''': Erinnere dich an eine Situation aus deinem Forschungsalltag, in der du unsicher warst, wie du dich „richtig“ verhalten solltest (z.B. hinsichtlich Research Integrity, Ehrlichkeit, Verantwortung). Es sollte eine Situation sein, in der du dir als Wissenschaftler:in nicht sicher warst, wie du dich (moralisch korrekt) verhalten solltest. <br />
<br />
Welcher Wert war für dich in deiner eigenen beschriebenen Situation relevant?<br />
<br />
'''Teil B: Mal den Balanceakt <u>in Bezug auf deinen Wert</u> auf.'''<br />
<br />
Welches Verhalten muss ich zeigen, um einem bestimmten Wert entsprechend zu handeln? Um das herauszufinden, ist ein Balanceakt zwischen den zwei extremen Ausprägungen dieses Wertes notwendig. Diese extremen Ausprägungen sind für uns oft negativ assoziiert („Laster“): Entweder ist es zu wenig des bestimmten Werts oder zu viel davon. Um einen Reflexionsprozess und damit neue Gedanken und Lösungen in dir für deine spezifische Situation anzustoßen, stell dir folgendes Kontinuum für deinen ausgewählten Wert vor: <br />
<br />
* Linkes Extrem: „Mangel“ - Was würdest du in der Situation tun, wenn dein Verhalten zu wenig des Wertes zeigen würde?<br />
* Rechtes Extrem: „Übermaß“ - Was würdest du in der Situation tun, wenn dein Verhalten zu viel des Wertes zeigen würde?<br />
* Eine Position dazwischen: „genau richtig“ - Was würdest du tun, wenn dein Verhalten genau das richtige Maß des Wertes zeigen würde? Das heißt, entsprechend deiner Überzeugung und entsprechend der individuellen Person, die du in dem Moment bist. Ein solches Verhalten ist weder zu stark noch zu schwach. In der Tugendethik wird diese Mittelposition („goldene Mitte“) als Tugendhaftigkeit bzw. tugendhaftes Verhalten bezeichnet. <br />
<br />
''Bsp: Stell dir eine Situation vor, in der dein:e Betreuer:in beanstandet, Erstautor:in eines Manuskripts zu sein, welches du geschrieben hast. Abhängig von deiner Persönlichkeit und von der spezifischen Situation könnte es für dich z.B. besonders leichtsinniges Verhalten sein, dich in dieser Situation direkt in den lokalen Medien über dein:e Betreuer:in zu beschweren oder anzudrohen, deinen Job zu kündigen („Übermaß“). Auf der anderen Seite könnte für dich z.B. besonders feiges Verhalten sein, nichts zu sagen und einfach widerstandslos zu tun, was dein:e Betreuer:in vorgibt („Mangel“). Eine Balance zwischen diesen zwei extremen Ausprägungen des Werts (Leichtsinn vs. Feigheit), nämlich mutiges Verhalten, könnte z.B. so aussehen, dass du um ein Gespräch mit deinem/r Betreuer:in bittest, in dem ihr dein moralisches Dilemma unter Einbezug der Vancouver Autor:innen Leitlinien besprecht („genau richtig“).''<br />
<br />
'''Handout 2:'''<br />
<br />
Übung (Gruppe): Perspektivwechsel<br />
<br />
'''Teil A: Austausch in der Gruppe'''<br />
<br />
* Schildert eure Situationen reihum in der Gruppe, <u>ohne den Wert zu nennen.</u> <br />
* Einigt euch auf eine Situation eines Teilnehmenden, die im Folgenden intensiv besprochen wird.<br />
* Fragt diese Person ausführlich nach der Situation aus, bis ihr glaubt, euch gut in die Lage der Person hineinversetzen zu können.<br />
<br />
'''Teil B: Reflektion''' <br />
<br />
Notiere auf einem Haftnotizzettel, <u>um welchen Wert es der Person, die ihren Fall präsentiert</u>, deiner Meinung nach ging. Mach dir dann Gedanken zu den aus deiner Sicht dem Wert zugehörigen drei Verhaltensweisen:<br />
<br />
* „Mangel“: Was würdest du in der Situation tun, wenn dein Verhalten zu wenig des Wertes zeigen würde?<br />
* „Übermaß“: Was würdest du in der Situation tun, wenn dein Verhalten zu viel des Wertes zeigen würde?<br />
* „genau richtig“ (tugendhaft) Was würdest du tun, wenn dein Verhalten genau das richtige Maß des Wertes zeigen würde? Das heißt, entsprechend deiner Überzeugung und entsprechend der individuellen Person, die du in dem Moment bist.<br />
<br />
<br /><br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Vorbereitung<br />
|Instruction Step Text=Eine Woche bevor die Übung durchgeführt wird, wirst du gebeten, über eine Situation aus deinem wissenschaftlichen Alltag nachzudenken, in der du moralische Zweifel darüber hattest, was passiert ist, oder darüber, was du in der Situation hättest tun können oder sollen. Die Situation muss vor der Übung nicht schriftlich ausformuliert werden. Es muss außerdem keine dramatische Situation sein, auch gewöhnliche Situationen, in denen dir fragwürdige Forschungspraktiken aufgefallen sind, sind für diese Übung geeignet.<br />
<br />
Schau dir folgendes Video an, um einen Eindruck von der Übung “Der Balanceakt” im VIRT2UE Train-the-Trainer-Programm zu bekommen: <br />
<br />
[https://www.youtube.com/watch?v=sjov1WIvKvg&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=5 VIRT2UE Train-the-Trainer program: Middle Position Exercise]<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Vertraulichkeitsvereinbarung<br />
|Instruction Step Text=Bevor die Übung in der Gruppe durchgeführt wird, wirst du und die anderen Teilnehmenden gebeten, eine Vertraulichkeitsvereinbarung zu unterschreiben. Dies ist ein schriftliches Festhalten der Erwartungshaltung, dass die während der Übung ausgetauschten Informationen von dir und den anderen Teilnehmenden vertraulich behandelt werden.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Übung<br />
|Instruction Step Text=Der Trainer wird die Übung in drei Teilen durchführen:<br />
<br />
''Teil I: Individuelle Reflexion''<br />
<br />
Erinnere dich an eine Situation (siehe “Vorbereitung”), in der du dir nicht sicher warst, was das richtige Verhalten in der Situation ist, oder in der du Bedenken bezüglich der Research Integrity hattest. Welcher Wert war in dieser Situation angegriffen? Überlege dir, welches Verhalten du in der Situation zeigen müsstest, um diesem Wert gerecht zu werden.<br />
<br />
''Teil II: Reflexion in der Kleingruppe''<br />
<br />
Wählt eine Person aus (“Sprecher:in”), die später im Plenum über den nun stattfindenden Gruppenprozess berichten wird. Nun schildert jede:r in der Kleingruppe seine Situation und hört sich die Schilderung der anderen Kleingruppenmitglieder aufmerksam an. Wählt eine Situation aus, über die ihr gemeinsam intensiv nachdenken wollt.Nach der Auswahl der Situation füllt jede:r individuell das Handout 2 aus (siehe “Praktische Tipps”).<br />
<br />
Tauscht im Anschluss eure Notizen in der Kleingruppe aus, indem ihr in einer Gruppenreflexion oder einem Gruppendialog über Unterschiede und Ähnlichkeiten in Bezug auf die ausgewählten Werte und Verhaltensweisen sprecht.<br />
<br />
''Teil III: Zusammenfassung der Arbeit in den Kleingruppen und allgemeine Erkenntnisse'' <br />
<br />
In diesem Teil werden die Diskussionsergebnisse aus den Kleingruppen berichtet; allgemeine Erkenntnisse formuliert; und die Übung evaluiert.<br />
<br />
(Eine detaillierte Beschreibung der einzelnen Schritte ist bei den Anweisungen für Trainer:innen zu finden)<br />
}}<br />
{{Instruction Remarks Trainee}}<br />
{{Custom TabContent Close Trainee}}<br />
{{Custom TabContent Trainer Open}}<br />
{{Instruction Steps Foldout Trainer}}<br />
{{Instruction Perspective Trainer<br />
|Is About=Diese Übung ist inspiriert von der aristotelischen Philosophie. Sie hilft den Teilnehmenden, sich kritisch mit den Nuancen der praktischen Bedeutung abstrakter Research Integrity-Werte und Tugenden in ihrem Forschungsalltag auseinanderzusetzen. Die Übung basiert auf der Annahme, dass nicht immer klar ist, was Research Integrity in einer konkreten Situation bedeutet. Durch die Übung fördern Trainer:innen Reflexion über Werte, die mit Research Integrity zusammenhängen (wie z.B. Mut, Verantwortlichkeit, Ehrlichkeit). Die Teilnehmenden reflektieren, welche Werte und Tugenden mit Research Integrity in Verbindung gebracht werden und welche konkreten Verhaltensweisen daraus abgeleitet werden können. Tugendhaftes Verhalten wird oft als zwischen zwei Extremen liegend beschrieben. Diese Extreme gelten im Allgemeinen als Laster. Die Übung verschafft einen kritischen Blick auf die praktische, nuancierte Bedeutung der Werte in Zusammenhang mit Research Integrity im Forschungsalltag und hilft Teilnehmenden, tugendhafte (mithin gute und situativ angemessene) Verhaltensweisen zu identifizieren.<br />
|Important Because=Liest man verschiedene Research Integrity Verhaltenskodizes oder Leitlinien zur guten wissenschaftlichen Praxis, fällt auf, dass von den Wissenschaftler:innen oft erwartet wird, dass sie bestimmte Pflichten kennen und bestimmte Werte und Tugenden vertreten, und dass sie von alleine wüssten, wie sie sich entsprechend zu verhalten hätten. Beispiele sind: “Ehrlichkeit”, “Zuverlässigkeit”, “Verantwortung” und “Rechenschaftspflicht”.<br />
<br />
Diese Leitlinien sollen Wissenschaftler:innen darin anleiten, sich integer zu verhalten, wenn sie in ihrem Forschungsalltag mit moralischen Fragen konfrontiert werden.<br />
<br />
Doch wie sollte eine Person sich verhalten, um dem Wert “Ehrlichkeit” in einer konkreten Situation gerecht zu werden? Kann ein:e Wissenschaftler:in zu ehrlich sein? Oder nicht ehrlich genug? Was ist, am Beispiel von “Ehrlichkeit”, genau das richtige Maß an Ehrlichkeit für die spezifische Person in dem spezifischen Kontext?<br />
<br />
Diese Übung soll Trainer:innen darin schulen, einen gemeinsamen kritischen moralischen Reflexionsprozess bei den Teilnehmenden zu fördern, um ihnen erfahrbar zu machen, was es heißt, werte-orientiertes Verhalten zu zeigen.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Vorbereitung der Sitzung<br />
|Instruction Step Text=Bevor die Übung in der Gruppe durchgeführt wird, solltest du die einzelnen Teilnehmer:innen kontaktieren und sie darum bitten, sich auf die Übung vorzubereiten, indem sie sich eine Situation aus ihrem Forschungsalltag überlegen, in der sie moralische Zweifel darüber hatten, was passierte oder was sie hätten tun sollen / tun können (d.h., Situationen, in denen offensichtlich ist, dass etwas moralisch verwerflich in Bezug auf Research Integrity ist, sind für die Übung weniger gut geeignet). Es ist wichtig, dass die Teilnehmenden angeregt werden, über ihre eigenen Erfahrungen nachzudenken. Sie müssen dieses Fallbeispiel aber nicht als Vorbereitung aufschreiben. Es muss außerdem keine dramatische Situation sein, auch gewöhnliche Situationen, in denen dir fragwürdige Forschungspraktiken aufgefallen sind, sind für diese Übung geeignet.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Vertraulichkeitsvereinbarung<br />
|Instruction Step Text=Mit dieser Übung wirst du Reflexionsprozesse über persönliche Erfahrungen und Unsicherheiten bezüglich des “richtigen” Verhaltens anstoßen. Darum ist es wichtig, ein sicheres Umfeld zu schaffen, in dem die Teilnehmenden sich trauen, offen über ihre Fälle und Ideen zu sprechen. Beim Durchführen der Übung solltest du selbst auf die Verletzlichkeit der Teilnehmenden achten, und alle Teilnehmenden darin unterstützen, die Meinungen und Äußerungen der anderen Teilnehmenden zu respektieren. <br />
<br />
Wir empfehlen dir, den Teilnehmenden vor der Durchführung der Übung eine Vertraulichkeitserklärung auszuhändigen, die sie unterschreiben sollten. Damit wird schriftlich die Erwartungshaltung festgehalten, dass die während der Übung ausgetauschten Informationen vertraulich behandelt werden.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Einstieg in die Übung - 20 min<br />
|Instruction Step Text=a. Begrüße die Teilnehmenden und beginne die Übung mit einer offenen Reflexionsrunde als “Eisbrecher”. Frag die Teilnehmenden:<br />
<br />
* Bist du immer ehrlich (als Wissenschaftler:in)?<br />
* Kann man auch zu ehrlich sein (als Wissenschaftler:in)?<br />
<br />
b. Nachdem du einige Antworten aus der Gruppe zusammengetragen hast, fahre damit fort, die Lernziele dieser Übung zu erklären. Betone, dass der Lernfortschritt der Übung dann besonders groß sein kann, wenn die Teilnehmenden über ihre eigenen moralischen Zweifel im Zusammenhang mit Research Integrity reflektieren (das bedeutet auch, dass die Teilnehmenden darauf achten sollten, keine vorschnellen Urteile über die anderen Teilnehmenden zu fällen, wenn diese ihre eigenen Fälle präsentieren). <br />
<br />
c. Gib eine kurze Einführung zur Bedeutung von Werten und Tugenden, der Tugendethik, und dem “Balanceakt” (engl.: The Middle Position). Achte darauf, den Teilnehmenden zu vermitteln, dass das Finden dieser Balance, wie sie bei Aristoteles beschrieben wird, Übung und Erfahrung erfordert. Lernen, ein werteorientiertes und tugendhaftes, gutes Leben zu führen, heißt also, sich mit den alltäglichen Erfahrungen zu entwickeln. Erinnere die Teilnehmenden daran, dass der Balanceakt nicht in der Mitte zwischen zwei Extremwerten sein muss (siehe das YouTube-Video zur Tugendethik). Die Balance findet man je nach Situation in einer anderen Position oder durch anderes Handeln. An dieser Stelle könnte es hilfreich sein, die Teilnehmenden auf die Seite “Research Integrity Werte” hinzuweisen, auf der eine Liste mit Werten zu finden ist (siehe “Praktische Tipps”).<br />
<br />
Tipp: Es wird empfohlen, während der Übung nicht in eine theoretische Diskussion über die Tugendethik (von Aristoteles) und den damit verbundenen Meta-Fragen über Research Integrity abzuschweifen, da solche Meta-Diskussionen die Teilnehmenden in einen Modus versetzten, in dem sie abstrakt denken – was nicht Ziel der Übung ist.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Individuelle Reflexion der eigenen Situation – 15 min<br />
|Instruction Step Text=a. Bitte nun alle Teilnehmenden, die Situation in Erinnerung zu rufen, über die sie im Vorhinein nachdenken sollten (siehe „Vorbereitung der Sitzung“). Es soll eine Situation aus dem Forschungsalltag der Teilnehmenden sein, in der sie unsicher waren, was das (moralisch) „richtige“ Verhalten ist (z.B. hinsichtlich Research Integrity, Ehrlichkeit, Verantwortung). <br />
<br />
b. Die Teilnehmenden sollen nun einen bestimmten Wert zu benennen, der in ihrer spezifischen Situation eine Rolle gespielt hat. Bitte sie zu prüfen, ob und inwiefern die im Europäischen Verhaltenskodex für Integrität in der Forschung genannten Grundprinzipien hier relevant sind. Wenn ja, auf welche Weise? Wenn nein, warum nicht?<br />
<br />
c. Bitte nun die Teilnehmenden, darüber nachzudenken, welches Verhalten sie in dieser Situation zeigen müssten, um dem von ihnen benannten Wert gerecht zu werden (im tugendethischen Sinne: tugendhaft zu handeln). An dieser Stelle ist eine Abwägung oder ein Balanceakt erforderlich, um die „richtige“ Handlungsweise zu bestimmen. Lade die Teilnehmenden zu diesem Zweck ein, sich bezogen auf ihre Situation ein Kontinuum vorzustellen. Wenn der genannte Wert bspw. „Mut“ ist, sähe das Kontinuum so aus: <br />
<br />
feiges Verhalten -------------- mutiges Verhalten-------------------- leichtsinniges Verhalten<br />
<br />
d. Lade nun die Teilnehmenden ein, drei konkrete Verhaltensweisen in Bezug auf ihre Situation aufzuschreiben und sich dabei an den folgenden Fragen zu orientieren (hier kann den Teilnehmenden Handout 1 zur Unterstützung angeboten werden):<br />
<br />
# Linkes Extrem: „Mangel“ - Was würdest du in der Situation tun, wenn dein Verhalten zu wenig des Wertes zeigen würde?<br />
# Rechtes Extrem: „Übermaß“ - Was würdest du in der Situation tun, wenn dein Verhalten zu viel des Wertes zeigen würde?<br />
# Eine Position dazwischen: „genau richtig“ (im tugendethischen Sinne: tugendhaft)- Was würdest du tun, wenn dein Verhalten genau das richtige Maß des Wertes zeigen würde? Das heißt, entsprechend deiner Überzeugung und entsprechend der individuellen Person, die du in dem Moment bist. Ein solches Verhalten ist weder zu stark noch zu schwach. Als integre:r Wissenschaftler:in befindest du dich mit deinen Handlungen, Gedanken und Entscheidungen irgendwo zwischen den Extremen – genau in der für dich in der spezifischen Situation passenden Balance.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Reflexion in der Kleingruppe (Kleingruppen mit je 4-6 Personen) – 30 min<br />
|Instruction Step Text=a. Teile die Teilnehmenden in Kleingruppen ein. Bitte jede Gruppe, eine Person auszuwählen, die am Ende der Übung im Plenum über die Erkenntnisse der Kleingruppe berichtet („Berichterstatter:in“). <br />
<br />
b. Nun soll jede Person in ihrer Kleingruppe in ca. einer Minute ihre eigene Situation vorstellen. Dabei soll die Unsicherheit oder Sorge beschrieben werden, die er oder sie erlebt hat. Es soll nicht der Wert genannt werden, den die Person für sich als relevant festgelegt hat, und es soll auch nicht gesagt werden, wie sich die Person letzten Endes in der von ihr beschriebenen Situation verhalten hat oder wie die Situation endete.<br />
<br />
a. Nachdem jede Person in der Kleingruppe ihre Situation vorgestellt hat, soll sich die Kleingruppe auf eine der vorgestellten Situationen einigen (z.B. durch Abstimmung). Über diese Situation werden sie im Folgenden als Gruppe nachdenken. Lade alle in der Kleingruppe ein, sich in diese Situation hineinzuversetzen und der Person, die die Situation vorgestellt hat, klärende Fragen zu stellen, um sich ein noch klareres Bild von der Situation machen zu können (d.h. keine Bewertungen, keine Ratschläge oder Schlussfolgerungen). <br />
<br />
b. Nun soll jede:r für sich einen Wert (oder eine Tugend) benennen, der ihrer Meinung nach in dieser Situation eine Rolle spielte. Dann schreibt jede:r für die in der Kleingruppe besprochene Situation und diesen eigenen Wert drei Verhaltensweisen entsprechend des Kontinuums wie in der vorherigen Übung auf (dafür kann Handout 2 verwendet werden).<br />
<br />
c. Nachdem alle Teilnehmenden das Handout ausgefüllt haben, bitte sie, ihre Notizen kurz mit ihren Untergruppen zu teilen. Dafür soll eine Gruppenreflexion oder ein Gruppendialog über Unterschiede/Ähnlichkeiten in Bezug auf die gewählten Werte und Verhaltensweisen geführt werden. Lade die Teilnehmenden ein, über folgende Fragen nachzudenken:<br />
<br />
* Was ist interessant oder überraschend?<br />
* Hattet ihr unterschiedliche Werte für die Situation benannt?<br />
* Was habt ihr voneinander in Bezug auf den „Balanceakt“ gelernt – zum Beispiel, wie diese mittlere Position beschrieben und reflektiert wurde?<br />
* Auf welche Weise tauchten die Prinzipien des Europäischen Verhaltenskodexes für die Integrität der Forschung in den von den Teilnehmenden genannten Werten und tugendhaften Verhaltensweisen auf?<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Reflexion im Plenum – 20 min<br />
|Instruction Step Text=Bitte nun die Berichterstatter:innen, in aller Kürze …<br />
<br />
* die in den Untergruppendiskussionen diskutierten Werte und tugendhaften Verhaltensweisen zusammenfassend darzustellen, einschließlich der Unterschiede und Gemeinsamkeiten;<br />
* die Unterschiede und Gemeinsamkeiten in der Art und Weise zusammenzufassen, wie die Teilnehmenden die mittlere Position / den Balanceakt formuliert haben (nicht die Unterschiede und Gemeinsamkeiten selbst, sondern im Allgemeinen);<br />
<br />
Tipp: Richte den Fokus auf die Werte und mittlere Positionen (d.h. tugendhafte Verhaltensweisen) und nicht auf die spezifischen Situationen. <br />
<br />
Um nach den kurzen Zusammenfassungen der Berichterstatter:innen ein Gespräch im Plenum zu beginnen, stelle den Teilnehmer:innen die folgenden Fragen:<br />
<br />
- War es einfach oder schwierig, eine persönliche Situation zu finden und einen Wert dafür zu benennen und tugendhafte Verhaltensweisen zu identifizieren? <br />
<br />
- Habt ihr gelernt, die inhärente moralische Ambiguität von manchen Werten und Tugenden wahrzunehmen? Zum Beispiel dadurch, wie andere die Situation einschätzten oder welche Werte und Verhaltensweisen sie auswählten?<br />
<br />
- Möchte die Person, die die Situation ursprünglich präsentiert hat, beschreiben, wie sie die Übung erlebt hat?<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Finale Überlegungen und Erkenntnisse<br />
|Instruction Step Text=Formuliere gemeinsam mit allen Teilnehmenden einige übergreifende Erkenntnisse für die Gruppe. Achte besonders auf die Identifizierung und Begründung der mittleren Position (d.h. des tugendhaften Verhaltens).<br />
<br />
Frage die Teilnehmenden, wie sich die aus dieser Übung gezogenen Erkenntnisse auf den Europäischen Verhaltenskodex für die Integrität der Forschung beziehen und auf welche Weise diese Übung ihnen bei der Förderung der im Europäischen Verhaltenskodex für die Integrität der Forschung genannten Prinzipien, Werte und Tugenden helfen könnte;<br />
<br />
Frage die Teilnehmenden, ob und wie diese Übung und die Idee, eine mittlere Position zu finden, ihnen helfen könnte, wenn sie in ihrer Arbeit als Wissenschaftler:in mit einer moralischen Frage bezüglich der Research Integrity konfrontiert werden.<br />
<br />
Wiederhole kurz die Ziele dieser Übung und frage die Teilnehmenden, inwieweit die Ziele für jede:n erfüllt werden konnten.<br />
<br />
Notiere abschließend auf einem Flipchart die wichtigsten Erkenntnisse und einige Überlegungen dazu, wie diese Übung den Teilnehmenden helfen könnte, wenn sie mit einem moralischen Problem bezüglich der Integrität der Forschung konfrontiert werden.<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks=Bert Molewijk, Giulia Inguaggiato, Rose Bernabe, Panagiotis Kavouras, Eleni Spayrakou, Vicko Tomic, Franca Marino.<br />
<br />
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.<br />
}}<br />
{{Custom TabContent Close Trainer}}<br />
{{Related To<br />
|Related To Resource=Resource:63530b4d-df94-4dde-8235-2c0fa9c63b9d<br />
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53<br />
}}<br />
{{Tags<br />
|Involves=VIRT2UE<br />
|Has Location=Europe<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Ee7ff663-1625-46ec-a17a-54062652e7b9&diff=8437Instruction:Ee7ff663-1625-46ec-a17a-54062652e7b92022-10-25T13:00:25Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=Werte/Tugenden und Normen<br />
|Instruction Goal=Diese Übung soll den Teilnehmenden dabei helfen, Ansätze für den Umgang mit moralischen Dilemmata in alltäglichen Situationen zu entwickeln. In der Übung werden dafür Werte und Tugenden mit Handlungsnormen in Verbindung gebracht. Die Teilnehmenden reflektieren im Dialog über ein reales Dilemma aus dem Wissenschaftsalltag aus verschiedenen Perspektiven.<br />
|Has Requirements=Wer die Übung durchführen möchte, sollte sich vorher die Anleitung durchlesen und sich mit folgenden Themen vertraut machen:<br />
<br />
a) den Konzepten der [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 Werte und Tugenden] und deren Bedeutung für Research Integrity;<br />
<br />
b) dem Konzept der [https://embassy.science/wiki/Theme:B4f7b2e3-af61-4466-94dc-2504affab5a8 Norm];<br />
<br />
c) dem Konzept des moralischen [https://embassy.science/wiki/Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34 Dilemmas];<br />
<br />
e) den Inhalten des Europäischen Verhaltenskodex für Integrität in der Forschung (engl.: https://www.allea.org/wp-content/uploads/2017/05/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017.pdf; dt.: https://www.allea.org/wp-content/uploads/2018/06/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017-Digital_DE_FINAL.pdf).<br />
<br />
Bei der Durchführung dieser Übung ist es von Vorteil, wissenschaftliche Expertise zu haben (z.B. derzeitige oder frühere Beschäftigung in der Wissenschaft).<br />
|Has Duration=1<br />
|Has Participants=20<br />
|Important For=researchers; Research integrity trainers; Trainers in training<br />
|Has Method=Face to Face; Participatory sessions<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=Diese Übung soll dazu anregen, über Research Integrity Situationen und Dilemmata nachzudenken. Im Fokus steht dabei, wie eine Reflexion über Werte (oder den eigenen moralischen Charakter) den einzelnen Wissenschaftler:innen dabei helfen kann, sich bewusst für eine Handlungsoption zu entscheiden, die ihren persönlichen Motiven und Werten entspricht (Pennock, R. T. & O’Rourke, M. Developing a Scientific Virtue-Based Approach to Science Ethics Training. Sci. Eng. Ethics 23, 243–262 (2017).). In dieser Übung werden zuerst Werte besprochen und reflektiert, und dann in Handlungsnormen umgewandelt. Auf dich werden Fragen zukommen wie bspw.: „Was sollte ich tun, um in dieser Situation dem Wert/der Tugend Ehrlichkeit gerecht zu werden?“, „Wie kann ich zuverlässig sein?“. Die Übung hilft dir dabei, darüber nachzudenken, welche Art von Wissenschaftler:in du sein möchtest. Die Übung regt auch dazu an, darüber nachzudenken, was für uns in schwierigen und eingeschränkten Situationen „erstrebenswerte“ Verhaltensweisen sind.<br />
|Important Because=Im Wissenschaftsalltag begegnen wir oft Dilemmata und Fragen, die die eigene Integrität auf die Probe stellen. In diesen Situationen müssen Wissenschaftler:innen entscheiden, was ihnen wichtig ist und welchen Werten entsprechend sie sich verhalten wollen, während sie gleichzeitig ihre eigene Integrität bewahren und sich an berufsethischen Verhaltenskodizes orientieren möchten. Darüber nachzudenken, welche moralischen Charaktereigenschaften für Wissenschaftler:innen wichtig sind und wie diese Eigenschaften das Handeln leiten können, kann Wissenschaftler:innen dabei helfen, ihre persönlichen Motive für gutes Verhalten in der Wissenschaft zu verstehen.<br />
|Has Practical Tips='''Handout 1: Formular für Fallreflexion'''<br />
<br />
Übung (individuell): Eine zweifelhafte Situation<br />
<br />
Erinnere eine konkrete Situation aus deinem eigenem Wissenschaftsalltag, in der du unsicher warst, was das “richtige” Verhalten ist. Das könnte eine Situation sein, in der du mit einem Dilemma konfrontiert warst und dich gefragt hast: Sollte ich A oder B tun? Beide Optionen hatten möglicherweise unerwünschte Konsequenzen, aber du musstest dich dennoch für eine der beiden entscheiden und danach handeln.<br />
<br />
Diese Übung soll dich dazu anregen, über deine persönlichen Erfahrungen im Wissenschaftsalltag nachzudenken. Während der Übung werden nicht alle Situationen der Teilnehmenden diskutiert. Je nachdem, wie die Übung durchgeführt wird, kann es sein, dass dich dein:e Trainer:in im Vorhinein kontaktiert und dir mitgeteilt wird, wenn deine Situation für die Diskussion während der Übung ausgewählt wurde.<br />
<br />
Alle Situationsbeschreibungen werden nach der Übung vernichtet. Falls du möchtest und das nicht sowieso passiert, kannst du dein:en Trainer:in darum bitten, eine Vertraulichkeitserklärung zu verteilen und zu unterschreiben. <br />
<br />
<br />
'''Handout 2: Wert/Tugend und Norm - Tabelle'''<br />
<br />
Übung: Perspektivwechsel <br />
<br />
'''A)''' '''Wert''': Welcher Wert oder welche Tugend wäre für dich wichtig, um eine Entscheidung zu treffen? <br />
<br />
'''B)''' '''Handlung''': Wie solltest du dich in der Situation verhalten, um entsprechend diesem Wert („tugendhaft“) zu handeln? Welcher Handlungsvorschrift solltest du folgen, um diesen Wert in der Situation zu verkörpern? („Ich sollte … tun“; z.B.: Wert: Mut; Handlungsnorm: ich sollte mit meiner Betreuerin sprechen.)<br />
<br />
Ausgefüllte Beispieltabelle:<br />
{{{!}} class="wikitable" border="1" cellspacing="0" cellpadding="0"<br />
{{!}} width="113" valign="top"{{!}}'''Perspektive'''<br />
{{!}} width="123" valign="top"{{!}}'''Wert / Tugend'''<br />
{{!}} width="368" valign="top"{{!}}'''Norm / Handlung'''<br />
{{!}}-<br />
{{!}} rowspan="2" width="113" valign="top"{{!}}Louise<br />
{{!}} width="123" valign="top"{{!}}Ehrlichkeit<br />
{{!}} width="368" valign="top"{{!}}Ich sollte alle Beteiligten in meinem Manuskript nennen.<br />
{{!}}-<br />
{{!}} width="123" valign="top"{{!}}Mut<br />
{{!}} width="368" valign="top"{{!}}Ich sollte mit meinem/meiner Betreuer:in sprechen.<br />
{{!}}-<br />
{{!}} width="113" valign="top"{{!}}Ben<br />
{{!}} width="123" valign="top"{{!}}Verlässlichkeit<br />
{{!}} width="368" valign="top"{{!}}Ich sollte genau das tun, was ich meinen Kolleg:innen versprochen hatte.<br />
{{!}}}<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Vorbereitung<br />
|Instruction Step Text=Eine Woche bevor die Übung durchgeführt wird, wirst du gebeten, über eine Situation aus deinem wissenschaftlichen Alltag nachzudenken, in der du Zweifel darüber hattest, was die „richtige“ Verhaltensweise in dieser Situation ist (siehe „Handout 1“). Während der Übung werden nicht alle Situationen der Teilnehmenden diskutiert. Je nachdem, wie die Übung durchgeführt wird, kann es sein, dass dich dein:e Trainer:in im Vorhinein kontaktiert und dir mitgeteilt wird, wenn deine Situation für die Diskussion während der Übung ausgewählt wurde.<br />
<br />
Schau dir folgendes Video an, um einen Eindruck von der Übung “Werte/Tugenden und Normen” im VIRT2UE Train-the-Trainer-Programm zu bekommen: <br />
<br />
https://www.youtube.com/watch?v=IZMDWGTLXWo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=2<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Vertraulichkeitsvereinbarung<br />
|Instruction Step Text=Bevor die Übung in der Gruppe durchgeführt wird, werden du und die anderen Teilnehmenden gebeten, eine Vertraulichkeitsvereinbarung zu unterschreiben. Dies ist ein schriftliches Festhalten der Erwartungshaltung, dass die während der Übung ausgetauschten Informationen von dir und den anderen Teilnehmenden vertraulich behandelt werden und nach der Durchführung der Übung vernichtet werden.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Übung<br />
|Instruction Step Text=Der/die Trainer:in wird die Übung in 5 Teilen durchführen:<br />
<br />
''Teil I: Orientierung: Situation und Dilemma''<br />
<br />
Die ausgewählte Situation wird präsentiert und das Dilemma wird ausformuliert.<br />
<br />
''Teil II: Klärungsphase''<br />
<br />
Die Teilnehmenden haben nun Zeit, sich in die Lage der Person zu versetzen, die die Situation präsentiert hat. Dafür können sie der präsentierenden Person Fragen stellen.<br />
<br />
''Teil III: Werte/Tugenden und Normen''<br />
<br />
Im Anschluss werden Werte und Normen gesammelt, die die Teilnehmenden für die besprochen Situation als relevant erachten (siehe „Handout 2“).<br />
<br />
''Teil IV: Dialog über Unterschiede und Gemeinsamkeiten''<br />
<br />
Unter Betrachtung der eben gesammelten Werte/Tugeden und Normen aller Teilnehmenden in der Gruppe: Was fällt euch auf? Was ist bemerkenswert?<br />
<br />
''Teil V: Konklusion''<br />
<br />
Zum Abschluss werden die Eindrücke zusammengefasst und Erkenntnisse formuliert. <br />
<br />
(Eine detaillierte Beschreibung der einzelnen Schritte ist bei den Anweisungen für Trainer:innen zu finden.)<br />
}}<br />
{{Instruction Remarks Trainee}}<br />
{{Custom TabContent Close Trainee}}<br />
{{Custom TabContent Trainer Open}}<br />
{{Instruction Steps Foldout Trainer}}<br />
{{Instruction Perspective Trainer<br />
|Is About=Diese Übung soll dazu einladen, über Research Integrity Situationen und Dilemmata nachzudenken. Sie verbindet den werte- und tugend-basierten Ansatz mit der Forschungspraxis und dadurch mit konkreten Handlungsoptionen (Pennock, R. T. & O’Rourke, M. Developing a Scientific Virtue-Based Approach to Science Ethics Training. Sci. Eng. Ethics 23, 243–262 (2017).). Die Werte/Tugenden werden im Kontext von Research Integrity reflektiert und in Handlungsnormen umgewandelt.<br />
|Important Because=Indem die Teilnehmenden darüber nachdenken, welche moralischen Eigenschaften für Wissenschaftler:innen wichtig sind und inwiefern diese Eigenschaften das Handeln leiten sollten, lernen sie ihre eigenen persönlichen Motive für das wissenschaftliche Arbeiten kennen.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Vorbereitung<br />
|Instruction Step Text=Kontaktiere die Teilnehmenden eine Woche vor eurem Treffen und der Durchführung der Übung und bitte sie darum, ...<br />
<br />
* ein persönliches Research Integrity Fallbeispiel einzureichen (dazu kann das Handout 1 benutzt werden, siehe “Praktische Tipps”).<br />
* die folgenden Themenseiten auf The Embassy.of Good Science zu lesen:<br />
<br />
o “Virtues in research integrity”<br />
<br />
o “Moral conflict and moral dilemma” <br />
<br />
o “Values and norms”<br />
<br />
o “Dialogue versus debate”<br />
<br />
Bei dem eingereichten Fallbeispiel muss es sich nicht um eine Situation mit wissenschaftlichem Fehlverhalten handeln, sondern vielmehr um eine Situation im Wissenschaftsalltag, bei der die Teilnehmenden im Zweifel darüber waren, ob sie sich „richtig“ verhalten haben.<br />
<br />
Wenn Kontakt aufgenommen und nach um Fallbeispiele gebeten wird, ist es gut, die Erwartungen hinsichtlich der Übung zu berücksichtigen. Weise darauf hin, dass nicht alle Fallbeispiele während der Übung diskutiert werden können. Die Reflexion über eine persönlich erfahrene Situation ist jedoch wichtig, da der Fokus auf die Erfahrung der Teilnehmenden gerichtet wird. Dadurch wird verdeutlicht, dass (moralische) Unsicherheit nichts ist, wofür man sich schämen muss, sondern ganz im Gegenteil jeder schon einmal solche Erfahrungen gemacht hat. <br />
<br />
Wenn alle Fallbeispiele bei dir eingegangen sind, wählst du ein Fallbeispiel aus, das für möglichst alle Teilnehmenden interessant ist. Frag die Person, die den Fall eingereicht hat, ob sie Interesse hat, diesen Fall während der Übung vorzustellen. Stell sicher, dass es sich um eine tatsächliche und persönliche Situation handelt und dass die präsentierende Person in der Lage ist, die Einzelheiten der Situation zu schildern. Zusammen bereitet ihr eine kurze Einleitung des Fallbeispiels vor, die gegebenenfalls vor der Übung an alle Teilnehmenden ausgehändigt wird. Um die Teilnehmenden bei der Reflexion des Fallbeispiels zu unterstützen, kann außerdem das Handout 2 ausgeteilt werden (siehe „Praktische Tipps“).<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Einstieg in die Übung<br />
|Instruction Step Text=Beginne die Übung mit einer Begrüßung der Teilnehmenden. Gib ihnen eine kurze Einführung in die Übung und erkläre das Ziel der Übung. Denke daran, dass es bei dieser Übung nicht um persönliche Meinungen oder Urteile darüber geht, was jeder einzelne Teilnehmende in der Situation tun würde, oder darum, zu rechtfertigen oder zu verurteilen, was die Person, die ihr Fallbeispiel vorstellt, getan (oder nicht getan) hat. Die Teilnehmenden sollten motiviert sein, sich auf einen Dialog einzulassen und voneinander zu lernen. Das kannst du gern am Anfang der Übung betonen. Als Moderator solltest du außerdem beachten, dass die Präsentation eines persönlichen Fallbeispiels eine herausfordernde und emotional belastende Situation sein kann. Während der Übung übernimmst du die Verantwortung für das Wohlergehen der Person, die ihr Fallbeispiel vorstellt. Du kannst zum Beispiel eine Pause einfordern, wenn du merkst, dass das Gespräch zu schwer oder unangenehm wird.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Vertraulichkeitsvereinbarung<br />
|Instruction Step Text=An dieser Stelle ist es wichtig, das Thema “Vertraulichkeit” anzusprechen. Da während der Übung ein Dilemma aus der persönlichen Erfahrung einer Person besprochen wird, sind die Teilnehmenden verpflichtet, die während der Übung ausgetauschten Informationen streng vertraulich zu behandeln. Wir empfehlen dir dringend, den Teilnehmenden vor der Durchführung der Übung eine Vertraulichkeitserklärung auszuhändigen, die sie unterschreiben sollten. Damit wird schriftlich die Erwartungshaltung festgehalten, dass die während der Übung ausgetauschten Informationen und die Fälle, über die gesprochen wird, streng vertraulich behandelt werden und dass alle Informationen darüber nach der Übung vernichtet werden.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Orientierung: Situation und Dilemma<br />
|Instruction Step Text=Lade nun die Person, die sich zuvor bereit erklärt hat, ihren Fall zu präsentieren, dazu ein, den anderen Teilnehmenden diesen Fall zu beschreiben. Dabei sollte sie vor allem beschreiben, warum sie die Situation als moralisch problematisch empfunden hat. Du und die Gruppe können der Person helfen, die zwei Seiten des Dilemmas auszuformulieren (z. B. Sollte ich A oder B tun?). Die Person, die den Fall präsentiert, bestimmt jedoch letzten Endes, was die richtige Formulierung ihres Dilemmas ist. Achte darauf, dass zwei alternative Handlungsoptionen (A und B) bestimmt werden und nicht dritte Optionen erkundet oder kreative Lösungen gesucht werden. Dadurch werden die Teilnehmenden ermutigt, den Fokus auf das Dilemma an sich zu richten und nicht nach einer schnellen Lösung oder einem Ausweg aus dem Dilemma zu suchen. Schreibe das Dilemma und passende Stichpunkte zur Beschreibung des Falls auf ein Flipchart.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Klärungsphase<br />
|Instruction Step Text=In diesem Schritt der Übung lädst du die Teilnehmenden dazu ein, sich in die Lage der Person zu versetzen, die ihren Fall präsentiert hat. Die Teilnehmenden sollen darüber nachdenken, welche Fakten sie benötigen und wo noch Klärungsbedarf besteht, damit sie sich ein besseres Bild von der Situation machen können und den Ablauf der Situation verstanden haben. Alle relevanten Fragen, die es den Teilnehmenden ermöglichen, sich in die Lage der präsentierenden Person zu versetzen, sollten an dieser Stelle gestellt werden.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Erklärung: Wie sollen die Tabellen über Werte/Tugenden und Normen ausgefüllt werden?<br />
|Instruction Step Text=Sobald die präsentierte Situation für alle klar vorstellbar ist, bitte die Teilnehmenden nochmals, sich in die Lage der Person zu versetzen, die den Fall präsentiert hat. Lade sie nun ein, darüber nachzudenken welche Werte/Tugenden in dem präsentierten Dilemma für sie eine Rolle spielen würden, wenn sie selbst in der Situation der präsentierenden Person wären. Zwei Werte/Tugenden sind ausreichend, gerne dürfen die Teilnehmenden auch mehr als zwei Werte/Tugenden nennen. Eine mögliche Frage an die Teilnehmenden ist:<br />
<br />
„Wenn ihr in der Situation von [Name der Person, die ihren Fall präsentiert hat] wärt und entscheiden müsstet, was zu tun wäre, welcher Wert oder welche Tugend wäre für euch bei dieser Entscheidung wichtig?“<br />
<br />
Beachte, dass die Werte oder Tugenden nicht unbedingt mit einer der zuvor ausgearbeiteten Handlungsoptionen A oder B in Verbindung gebracht werden müssen. In diesem Schritt sollen die Teilnehmenden lediglich darüber nachdenken, welche moralische Eigenschaft („Tugend“) sie verkörpern sollten (oder: welche Werte ihr Handeln leiten sollten), um in dieser präsentierten Situation integer zu handeln. Bitte die Teilnehmenden in diesem Zusammenhang, darüber nachzudenken, welche Handlungsvorschrift („Norm“) oder welches konkrete Verhalten sich aus dem von ihnen gewählten Wert oder Tugend ergibt. Mögliche Fragen, die sich die Teilnehmenden stellen können, sind:<br />
<br />
„Was sollte ich in dieser Situation tun, um im Einklang mit diesem Wert / dieser Tugend zu handeln?“ <br />
<br />
„Welche Handlungsvorschrift sollte ich befolgen, um diesen Wert / diese Tugend in dieser Situation zum Ausdruck zu bringen?“<br />
<br />
Beachte, dass verschiedene Normen mit dem gleichen Wert / der gleichen Tugend in Verbindung gebracht werden können und umgekehrt.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Inhaltliche Auffrischung: Werte / Tugenden und Normen<br />
|Instruction Step Text=Bevor ihr in der Übung fortschreitet, erläutere den Teilnehmenden die Konzepte der Werte / Tugenden und der Normen anhand einer kurzen Definition (siehe „Werte und Tugenden“ und „Tugenden in der Research Integrity“). Falls die Teilnehmenden Fragen haben oder Zweifel besteht, ob inhaltlich alles verstanden wurde, dann ist jetzt der Zeitpunkt, um darüber zu sprechen.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Ausfüllen der Tabelle mit Werten und Normen<br />
|Instruction Step Text=Bitte die Teilnehmenden, jede:r für sich selbst eine Tabelle auszufüllen, die aussehen kann wie diese hier:<br />
{{{!}} class="wikitable" border="1" cellspacing="0" cellpadding="0"<br />
{{!}} width="123" valign="top" {{!}}'''Wert / Tugend'''<br />
{{!}} width="472" valign="top" {{!}}'''Norm / Handlung'''<br />
{{!}}-<br />
{{!}} width="123" valign="top" {{!}}Ehrlichkeit<br />
{{!}} width="472" valign="top" {{!}}Ich sollte alle Beteiligten in meinem Manuskript nennen. <br />
{{!}}-<br />
{{!}} width="123" valign="top" {{!}}Mut<br />
{{!}} width="472" valign="top" {{!}}Ich sollte mit meinem/meiner Betreuer:in sprechen.<br />
{{!}}}<br />
Zur Unterstützung kannst du für diese Übung folgende Dokumente austeilen, die im Handout 2 enthalten sind (siehe „Praktische Tipps“):<br />
<br />
- Liste von Werten / Tugenden, die relevant für Research Integrity sind<br />
<br />
- Tabelle mit Beispielen (wie oben)<br />
<br />
- Leere Tabelle<br />
<br />
- Haftnotizzettel<br />
<br />
Zeichne in der Zwischenzeit dieselbe Tabelle auf ein Flipchart oder Whiteboard mit den folgenden drei Spalten: Perspektive, Wert / Tugend, Norm / Handlungsvorschrift (siehe unten). Diese Tabelle kann auch schon gut vor der Sitzung vorbereitet werden.<br />
<br />
Beispieltabelle:<br />
{{{!}} class="wikitable" border="1" cellspacing="0" cellpadding="0"<br />
{{!}} width="113" valign="top" {{!}}'''Perspektive'''<br />
{{!}} width="123" valign="top" {{!}}'''Wert / Tugend'''<br />
{{!}} width="368" valign="top" {{!}}'''Norm / Handlung'''<br />
{{!}}-<br />
{{!}} rowspan="2" width="113" valign="top" {{!}}Louise<br />
{{!}} width="123" valign="top" {{!}}Ehrlichkeit<br />
{{!}} width="368" valign="top" {{!}}Ich sollte alle Beteiligten in meinem Manuskript nennen. <br />
{{!}}-<br />
{{!}} width="123" valign="top" {{!}}Mut<br />
{{!}} width="368" valign="top" {{!}}Ich sollte mit meinem/meiner Betreuer:in sprechen.<br />
{{!}}-<br />
{{!}} width="113" valign="top" {{!}}Ben<br />
{{!}} width="123" valign="top" {{!}}Verlässlichkeit<br />
{{!}} width="368" valign="top" {{!}}Ich sollte genau das tun, was ich meinen Kolleg:innen versprochen hatte.<br />
{{!}}}<br />
Bitte nun alle Teilnehmenden, ihre Werte / Tugenden und Normen deutlich lesbar auf einen Haftnotizzettel zu schreiben. Fordere sie dann auf, zur Flipchart zu gehen, um dort ihren Namen in das Feld „Perspektive“ zu schreiben und in der zugehörigen Zeile ihre Haftnotizzettel im Feld Wert / Tugend und Norm / Handlung zu kleben. Auf diese Weise entsteht ein schöner Überblick über die verschiedenen Perspektiven, Werte / Tugenden und Normen der Gruppe.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Dialog über Unterschiede und Gemeinsamkeiten (15 min)<br />
|Instruction Step Text=Bitte die Teilnehmenden, sich die Tabelle mit der Übersicht über Perspektiven, Werte / Tugenden und Normen anzusehen. Stelle zum Beispiel die folgenden Fragen, um einen Reflexionsprozess in Gang zu bringen:<br />
<br />
* Was fällt euch auf?<br />
* Welche Gemeinsamkeiten gibt es zwischen den verschiedenen Perspektiven? Welche Unterschiede gibt es zwischen den verschiedenen Perspektiven? Stehen sie im Widerspruch zueinander?<br />
* Werden die genannten Werte / Tugenden auch im Europäischen Verhaltenskodex für Integrität in der Forschung erwähnt? Falls ja, welche?<br />
* Ist es möglich, einen Wert / eine Tugend auszuwählen, die in dieser Situation am wichtigsten sein sollte? Falls ja, warum ist dieser Wert / diese Tugend am wichtigsten?<br />
* Versetze dich in die Lage der Person, die den Fall präsentiert hat: Was bräuchtest du (konkret), um den von der Gruppe ausgewählten Wert / Tugend in konkretes Verhalten umzusetzen? Gibt es irgendwelche limitierenden Rahmenbedingungen oder Einschränkungen?<br />
<br />
Notiere die Antworten der Teilnehmenden am Flipchart. Dafür kannst du Stichpunkte aufschreiben, unterschiedliche Farben zur Hervorhebung benutzen, oder vorhandene Wörter unterstreichen.<br />
<br />
Vor allem wenn du die Übung zum ersten Mal durchführst, kann es hilfreich sein, alle oben genannten Fragen anzuwenden, um eine dialogische Reflexion zu ermöglichen. Vergiss nicht, den Europäischen Verhaltenskodex für Integrität in der Forschung zu erwähnen. Du könntest sogar ein ausgedrucktes Exemplar des Kodex mitbringen, wenn du möchtest. Bei den Fragen solltest du dir nicht zu viel Zeit bei den einzelnen Fragen lassen. Wenn die Teilnehmenden anfangen abzuschweifen oder sich in einer Diskussion verlieren, solltest du sie auf die eigentliche Frage zurück lenken.<br />
<br />
Falls sich die Teilnehmenden nicht auf einen Wert / eine Tugend einigen können, ist das kein Problem. Trage dann einfach verschiedene Schlussfolgerungen in die Tabelle auf dem Flipchart ein.<br />
<br />
Tipp: Hab keine Angst vor einer schweigenden Gruppe. Lass die Leute über ihre Antwort nachdenken. Gib ihnen Zeit, über deine Fragen nachzudenken. Gib ihnen aber nicht zu viel Zeit. Wenn es keine Beiträge aus der Gruppe mehr gibt, fahre mit der Übung fort.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Konklusion<br />
|Instruction Step Text=Lade die Teilnehmenden abschließend ein, über den gesamten Prozess während der vergangenen Übung nachzudenken: Was ist für sie die Take-Home-Message, die sie aus dieser Übung mitnehmen? Versuche, einige Schlussfolgerungen oder Erkenntnisse festzuhalten, indem du die Teilnehmenden fragst:<br />
<br />
- War es einfach, die Werte/Tugenden zu den Normen in Beziehung zu setzen? War es schwierig? Warum?<br />
<br />
- Hat der Versuch, sich in die Lage der Person zu versetzen, die die Beispielsituation erlebt hat, deine Sichtweise auf Werte/Tugenden und damit auch auf Normen oder Verhaltensweisen erweitert?<br />
<br />
- Haben die von anderen genannten Werte / Tugenden, Normen oder Verhaltensweisen dabei geholfen, anders über das Thema nachzudenken und zum Beispiel Werte / Tugenden anders oder umfassender zu betrachten? Wie wird diese Erfahrung aus der Übung heute dein Denken über Dilemmata im Forschungsalltag verändern?<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks=''Liste der Mitwirkenden:''<br />
<br />
Giulia Inguaggiato, Margreet Stolper <br />
<br />
Für ihr Feedback und ihre Beiträge möchten wir uns bei folgenden Personen bedanken: Signe Mezinska, Armin Schmolmüller, Rea Scepanovic, Tom Lindemann and Daniel Pizzolato, Erika Löfström, Solveig Corner.<br />
<br />
Dieses Training wurde im Rahmen des Projekts VIRT2UE entwickelt, das vom H2020 Forschungsprogramm der Europäischen Union unter der Fördervereinbarung N 741782 gefördert wurde.<br />
}}<br />
{{Custom TabContent Close Trainer}}<br />
{{Related To<br />
|Related To Resource=Resource:63530b4d-df94-4dde-8235-2c0fa9c63b9d<br />
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53;Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34<br />
}}<br />
{{Tags<br />
|Involves=VIRT2UE<br />
|Has Location=Europe<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Ee7ff663-1625-46ec-a17a-54062652e7b9&diff=8436Instruction:Ee7ff663-1625-46ec-a17a-54062652e7b92022-10-25T11:55:12Z<p>0000-0003-1812-6405: Created page with "{{Instruction |Title=Werte/Tugenden und Normen |Instruction Goal=Diese Übung soll den Teilnehmenden dabei helfen, Ansätze für den Umgang mit moralischen Dilemmata in alltä..."</p>
<hr />
<div>{{Instruction<br />
|Title=Werte/Tugenden und Normen<br />
|Instruction Goal=Diese Übung soll den Teilnehmenden dabei helfen, Ansätze für den Umgang mit moralischen Dilemmata in alltäglichen Situationen zu entwickeln. In der Übung werden dafür Werte und Tugenden mit Handlungsnormen in Verbindung gebracht. Die Teilnehmenden reflektieren im Dialog über ein reales Dilemma aus dem Wissenschaftsalltag aus verschiedenen Perspektiven.<br />
|Has Requirements=Wer die Übung durchführen möchte, sollte sich vorher die Anleitung durchlesen und sich mit folgenden Themen vertraut machen:<br />
<br />
a) den Konzepten der [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 Werte und Tugenden] und deren Bedeutung für Research Integrity;<br />
<br />
b) dem Konzept der [https://embassy.science/wiki/Theme:B4f7b2e3-af61-4466-94dc-2504affab5a8 Norm];<br />
<br />
c) dem Konzept des moralischen [https://embassy.science/wiki/Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34 Dilemmas];<br />
<br />
e) den Inhalten des Europäischen Verhaltenskodex für Integrität in der Forschung (engl.: https://www.allea.org/wp-content/uploads/2017/05/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017.pdf; dt.: https://www.allea.org/wp-content/uploads/2018/06/ALLEA-European-Code-of-Conduct-for-Research-Integrity-2017-Digital_DE_FINAL.pdf).<br />
<br />
Bei der Durchführung dieser Übung ist es von Vorteil, wissenschaftliche Expertise zu haben (z.B. derzeitige oder frühere Beschäftigung in der Wissenschaft).<br />
|Has Duration=1<br />
|Has Participants=20<br />
|Important For=researchers; Research integrity trainers; Trainers in training<br />
|Has Method=Face to Face; Participatory sessions<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=Diese Übung soll dazu anregen, über Research Integrity Situationen und Dilemmata nachzudenken. Im Fokus steht dabei, wie eine Reflexion über Werte (oder den eigenen moralischen Charakter) den einzelnen Wissenschaftler:innen dabei helfen kann, sich bewusst für eine Handlungsoption zu entscheiden, die ihren persönlichen Motiven und Werten entspricht (Pennock, R. T. & O’Rourke, M. Developing a Scientific Virtue-Based Approach to Science Ethics Training. Sci. Eng. Ethics 23, 243–262 (2017).). In dieser Übung werden zuerst Werte besprochen und reflektiert, und dann in Handlungsnormen umgewandelt. Auf dich werden Fragen zukommen wie bspw.: „Was sollte ich tun, um in dieser Situation dem Wert/der Tugend Ehrlichkeit gerecht zu werden?“, „Wie kann ich zuverlässig sein?“. Die Übung hilft dir dabei, darüber nachzudenken, welche Art von Wissenschaftler:in du sein möchtest. Die Übung regt auch dazu an, darüber nachzudenken, was für uns in schwierigen und eingeschränkten Situationen „erstrebenswerte“ Verhaltensweisen sind.<br />
|Important Because=Im Wissenschaftsalltag begegnen wir oft Dilemmata und Fragen, die die eigene Integrität auf die Probe stellen. In diesen Situationen müssen Wissenschaftler:innen entscheiden, was ihnen wichtig ist und welchen Werten entsprechend sie sich verhalten wollen, während sie gleichzeitig ihre eigene Integrität bewahren und sich an berufsethischen Verhaltenskodizes orientieren möchten. Darüber nachzudenken, welche moralischen Charaktereigenschaften für Wissenschaftler:innen wichtig sind und wie diese Eigenschaften das Handeln leiten können, kann Wissenschaftler:innen dabei helfen, ihre persönlichen Motive für gutes Verhalten in der Wissenschaft zu verstehen.<br />
|Has Practical Tips='''Handout 1: Formular für Fallreflexion'''<br />
<br />
Übung (individuell): Eine zweifelhafte Situation<br />
<br />
Erinnere eine konkrete Situation aus deinem eigenem Wissenschaftsalltag, in der du unsicher warst, was das “richtige” Verhalten ist. Das könnte eine Situation sein, in der du mit einem Dilemma konfrontiert warst und dich gefragt hast: Sollte ich A oder B tun? Beide Optionen hatten möglicherweise unerwünschte Konsequenzen, aber du musstest dich dennoch für eine der beiden entscheiden und danach handeln.<br />
<br />
Diese Übung soll dich dazu anregen, über deine persönlichen Erfahrungen im Wissenschaftsalltag nachzudenken. Während der Übung werden nicht alle Situationen der Teilnehmenden diskutiert. Je nachdem, wie die Übung durchgeführt wird, kann es sein, dass dich dein:e Trainer:in im Vorhinein kontaktiert und dir mitgeteilt wird, wenn deine Situation für die Diskussion während der Übung ausgewählt wurde.<br />
<br />
Alle Situationsbeschreibungen werden nach der Übung vernichtet. Falls du möchtest und das nicht sowieso passiert, kannst du dein:en Trainer:in darum bitten, eine Vertraulichkeitserklärung zu verteilen und zu unterschreiben. <br />
<br />
<br />
'''Handout 2: Wert/Tugend und Norm - Tabelle'''<br />
<br />
Übung: Perspektivwechsel <br />
<br />
'''A)''' '''Wert''': Welcher Wert oder welche Tugend wäre für dich wichtig, um eine Entscheidung zu treffen? <br />
<br />
'''B)''' '''Handlung''': Wie solltest du dich in der Situation verhalten, um entsprechend diesem Wert („tugendhaft“) zu handeln? Welcher Handlungsvorschrift solltest du folgen, um diesen Wert in der Situation zu verkörpern? („Ich sollte … tun“; z.B.: Wert: Mut; Handlungsnorm: ich sollte mit meiner Betreuerin sprechen.)<br />
<br />
Ausgefüllte Beispieltabelle:<br />
{{{!}} class="wikitable" border="1" cellspacing="0" cellpadding="0"<br />
{{!}} width="113" valign="top" {{!}}'''Perspektive'''<br />
{{!}} width="123" valign="top" {{!}}'''Wert / Tugend'''<br />
{{!}} width="368" valign="top" {{!}}'''Norm / Handlung'''<br />
{{!}}-<br />
{{!}} rowspan="2" width="113" valign="top" {{!}}Louise<br />
{{!}} width="123" valign="top" {{!}}Ehrlichkeit<br />
{{!}} width="368" valign="top" {{!}}Ich sollte alle Beteiligten in meinem Manuskript nennen. <br />
{{!}}-<br />
{{!}} width="123" valign="top" {{!}}Mut<br />
{{!}} width="368" valign="top" {{!}}Ich sollte mit meinem/meiner Betreuer:in sprechen.<br />
{{!}}-<br />
{{!}} width="113" valign="top" {{!}}Ben<br />
{{!}} width="123" valign="top" {{!}}Verlässlichkeit<br />
{{!}} width="368" valign="top" {{!}}Ich sollte genau das tun, was ich meinen Kolleg:innen versprochen hatte.<br />
{{!}}}<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Vorbereitung<br />
|Instruction Step Text=Eine Woche bevor die Übung durchgeführt wird, wirst du gebeten, über eine Situation aus deinem wissenschaftlichen Alltag nachzudenken, in der du Zweifel darüber hattest, was die „richtige“ Verhaltensweise in dieser Situation ist (siehe „Handout 1“). Während der Übung werden nicht alle Situationen der Teilnehmenden diskutiert. Je nachdem, wie die Übung durchgeführt wird, kann es sein, dass dich dein:e Trainer:in im Vorhinein kontaktiert und dir mitgeteilt wird, wenn deine Situation für die Diskussion während der Übung ausgewählt wurde.<br />
<br />
Schau dir folgendes Video an, um einen Eindruck von der Übung “Werte/Tugenden und Normen” im VIRT2UE Train-the-Trainer-Programm zu bekommen: <br />
<br />
https://www.youtube.com/watch?v=IZMDWGTLXWo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=2<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Vertraulichkeitsvereinbarung<br />
|Instruction Step Text=Bevor die Übung in der Gruppe durchgeführt wird, werden du und die anderen Teilnehmenden gebeten, eine Vertraulichkeitsvereinbarung zu unterschreiben. Dies ist ein schriftliches Festhalten der Erwartungshaltung, dass die während der Übung ausgetauschten Informationen von dir und den anderen Teilnehmenden vertraulich behandelt werden und nach der Durchführung der Übung vernichtet werden.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Übung<br />
|Instruction Step Text=Der/die Trainer:in wird die Übung in 5 Teilen durchführen:<br />
<br />
''Teil I: Orientierung: Situation und Dilemma''<br />
<br />
Die ausgewählte Situation wird präsentiert und das Dilemma wird ausformuliert.<br />
<br />
''Teil II: Klärungsphase''<br />
<br />
Die Teilnehmenden haben nun Zeit, sich in die Lage der Person zu versetzen, die die Situation präsentiert hat. Dafür können sie der präsentierenden Person Fragen stellen.<br />
<br />
''Teil III: Werte/Tugenden und Normen''<br />
<br />
Im Anschluss werden Werte und Normen gesammelt, die die Teilnehmenden für die besprochen Situation als relevant erachten (siehe „Handout 2“).<br />
<br />
''Teil IV: Dialog über Unterschiede und Gemeinsamkeiten''<br />
<br />
Unter Betrachtung der eben gesammelten Werte/Tugeden und Normen aller Teilnehmenden in der Gruppe: Was fällt euch auf? Was ist bemerkenswert?<br />
<br />
''Teil V: Konklusion''<br />
<br />
Zum Abschluss werden die Eindrücke zusammengefasst und Erkenntnisse formuliert. <br />
<br />
(Eine detaillierte Beschreibung der einzelnen Schritte ist bei den Anweisungen für Trainer:innen zu finden.)<br />
}}<br />
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{{Related To}}<br />
{{Tags}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:01719b38-b58a-4166-862c-7e0f50d56143&diff=8435Instruction:01719b38-b58a-4166-862c-7e0f50d561432022-10-25T11:21:45Z<p>0000-0003-1812-6405: Created page with "{{Instruction |Title=Debatte und Dialog |Instruction Goal=Diese Übung hilft den Teilnehmenden, die Merkmale und Unterschiede zwischen einer Debatte und einem Dialog zu erkenn..."</p>
<hr />
<div>{{Instruction<br />
|Title=Debatte und Dialog<br />
|Instruction Goal=Diese Übung hilft den Teilnehmenden, die Merkmale und Unterschiede zwischen einer Debatte und einem Dialog zu erkennen. Sie lernen, dass der Dialog ein wertvolles Werkzeug für Reflexionsprozesse ist.<br />
|Has Requirements=Wer die Übung durchführen möchte, sollte sich vorher die Anleitung durchlesen und sich mit folgenden Themen vertraut machen:<br />
<br />
a) dem Konzept des moralischen [https://embassy.science/wiki/Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34 Dilemmas];<br />
<br />
b) dem Konzept des [https://embassy.science/wiki/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 Dialogs].<br />
<br />
Bei der Durchführung dieser Übung ist es von Vorteil, wissenschaftliche Expertise zu haben (z.B. aufgrund derzeitiger oder früherer Beschäftigung in der Wissenschaft).<br />
|Has Duration=1<br />
|Has Participants=20<br />
|Important For=researchers; Trainers in training; Research integrity trainers<br />
|Has Method=Face to Face; Participatory sessions<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=In dieser Übung entdeckst du den Nutzen einer Debatte und eines Dialogs, und was der Unterschied dazwischen ist. Die Übung basiert auf der Annahme, dass die Fähigkeit, einen Dialog und eine Debatte zu führen, unverzichtbar ist, für Reflexions- und Abwägungsprozesse im Allgemeinen sowie für Research Integrity-Themen im Besonderen. Die Teilnehmenden erfahren, inwiefern eine Debatte und ein Dialog zu unterschiedlichen Formen der Interaktion und Reflexion führen.<br />
|Important Because=Im Angesicht einer moralischen Frage, einem Dilemma oder einem Konflikt, sollte man in der Lage sein, eine wohlüberlegte Entscheidung zu treffen. Um Entscheidungsmöglichkeiten abzuwägen und sich eine Meinung zu bilden, ist es wichtig, den Kontext zu verstehen – welche Risiken die Situation birgt, und für wen das relevant ist. Zu diesem Zweck ist es hilfreich, einen ''Dialog ''zu führen und dabei mit Fragen die Perspektiven anderer zu erkunden, ohne dabei vorschnell zu urteilen. Mit anderen Personen in einen Dialog zu treten, trägt zum gegenseitigen Verständnis bei und hilft uns und den anderen, die jeweiligen Handlungsweisen des Gegenübers kritisch zu hinterfragen.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Vorbereitung<br />
|Instruction Step Text=Schau dir folgendes Video an, um einen Eindruck von der VIRT2UE “Debatte & Dialog Übung” zu bekommen:<br />
<br />
https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=6<br />
<br />
Debatte und Dialog sind zwei unterschiedliche Modelle der Kommunikation. Das folgende Video erkundet die Unterschiede zwischen den Modellen und hilft den Zuschauer:innen, die Dynamiken, die bei den Beteiligten ausgelöst werden, besser zu reflektieren. Die Unterschiede sind etwas ausführlicher auf der Themenseite “[https://embassy.science/wiki/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 Dialog versus Debatte]” beschrieben.<br />
[[File:ByVirtueof.png|center|frame|[https://www.youtube.com/watch?v=M-nI32JBOyo]]]<br />
<br /><br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Übung<br />
|Instruction Step Text=Die Durchführung der Übung durch eine:n Trainer:in beinhaltet die folgenden Schritte:<br />
<br />
# Vorbereitung<br />
# Präsentation eines Fallbeispiels mit einem moralischen Dilemma (mit genau zwei Optionen)<br />
# Einteilung von Subgruppen (jede Subgruppe hat die Aufgabe, eine der zwei Optionen des Dilemmas zu verteidigen)<br />
# Alle Teilnehmenden führen eine Debatte <br />
# Reflexion über die Debatte mit Fokus auf den Prozess<br />
# Erklärung der Merkmale eines Dialogs<br />
# Alle Teilnehmenden führen einen Dialog<br />
# Reflexion über die Unterschiede zwischen der Debatte und dem Dialog<br />
# Reflexion über den Nutzen eines Dialogs in Gruppenprozessen/Reflexionsprozessen<br />
<br />
Die einzelnen Schritte sind im Detail bei den Anleitungen für die Trainer:innen beschrieben.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Auswertung der Übung<br />
|Instruction Step Text=Teile die Erfahrungen, die du bei der Teilnahme oder Durchführung dieser Übung gemacht hast, mit den anderen Teilnehmer:innen.<br />
}}<br />
{{Instruction Remarks Trainee}}<br />
{{Custom TabContent Close Trainee}}<br />
{{Custom TabContent Trainer Open}}<br />
{{Instruction Steps Foldout Trainer}}<br />
{{Instruction Perspective Trainer<br />
|Is About=Die Übung hilft Trainer:innen, sich in ihrer Fähigkeit, Dialoge zu führen, zu entwickeln – und andere in dieser Entwicklung zu unterstützen. Die Übung basiert auf der Annahme, dass die Fähigkeit, einen Dialog und eine Debatte zu führen, unverzichtbar ist, für Reflexions- und Abwägungsprozesse im Allgemeinen sowie für Research Integrity-Themen im Besonderen. Indem du lernst, die Übung durchzuführen, wirst du dazu befähigt ...<br />
<br />
* Einen Dialog zu führen und andere darin zu unterstützen/sie zu motivieren, den Dialog als Werkzeug für Reflexionprozesse zu nutzen<br />
* Reflexionsprozesse in anderen zu fördern, in dem sie die Wirkung des Werkzeugs “Dialog” selbst erfahren<br />
<br />
Diese Übung kann auch gut als Einstieg genutzt werden, um sich für komplexere Reflexionsprozesse und Übungen “aufzuwärmen”.<br />
|Important Because=Im Angesicht einer moralischen Frage, einem Dilemma oder einem Konflikt, sollte man in der Lage sein, eine wohlüberlegte Entscheidung zu treffen. Um Entscheidungsmöglichkeiten abzuwägen und sich eine Meinung zu bilden, ist es wichtig, den Kontext zu verstehen – welche Risiken die Situation birgt, und für wen das relevant ist. Zu diesem Zweck ist es hilfreich, einen ''Dialog ''zu führen und dabei mit Fragen die Perspektiven anderer zu erkunden, ohne dabei vorschnell zu urteilen. Mit anderen Personen in einen Dialog zu treten, trägt zum gegenseitigen Verständnis bei und hilft uns und den anderen, die jeweiligen Handlungsweisen des Gegenübers kritisch zu hinterfragen.<br />
|Has Practical Tips=''Du schreibst an einem Drittmittelantrag zur Förderung deines nächsten Forschungsprojekts. Einer deiner Kolleg:innen ist bekannt dafür, besonders gut darin zu sein, überzeugende Drittmittelanträge zu schreiben. Da du sehr auf diese Förderung angewiesen bist, bittest du ihn um Hilfe. Er ist sehr hilfsbereit und schreibt deinen Antrag um. Als du den nun umgeschriebenen Antragstext liest, hast du das Gefühl, dass der Text sehr ambitioniert klingt und vieles verspricht, was du wahrscheinlich nicht leisten können wirst. Du musst jedoch zugeben, dass der Antrag nun sehr eindrücklich und überzeugend klingt. Die Deadline zur Einreichung des Antrags ist morgen. Was tust du?''<br />
<br />
''A) Du sagst deinem Kollegen, dass du sehr zufrieden bist und den Antrag in der abgeänderten Form einreichst.''<br />
<br />
''B) Du reichst die originale Form – ohne die Änderungen des Kollegen – ein''.<br />
<br />
'''Übersicht über die Merkmale und Unterschiede zwischen Debatte und Dialog'''<br />
{{{!}} class="wikitable" border="1" cellspacing="0" cellpadding="0"<br />
{{!}} width="95" {{!}}<br />
{{!}} width="265" {{!}}'''Debatte'''<br />
{{!}} width="245" {{!}}'''Dialog'''<br />
{{!}}-<br />
{{!}} width="95" {{!}}'''Ziel'''<br />
{{!}} width="265" {{!}}<br />
* ''Andere dazu zu bringen, mich zu verstehen''<br />
* ''Andere überzeugen, dass ich die „beste“ Antwort habe''<br />
{{!}} width="245" {{!}}<br />
* ''Andere zu verstehen''<br />
* ''Eine Angelegenheit unter Einbezug aller verschiedenen Perspektiven verstehen''<br />
{{!}}-<br />
{{!}} width="95" {{!}}'''Merkmale'''<br />
{{!}} width="265" {{!}}<br />
* ''Schnelligkeit''<br />
* ''Andere kritisieren, sich selbst verteidigen''<br />
* ''Urteile und Schlussfolgerungen''<br />
* ''Wiederholung eigener Sichtweisen / Standpunkte''<br />
* ''Erhobene Stimmlage''<br />
* ''Unterbrechung''<br />
* ''Fokus auf objektivem Wissen''<br />
{{!}} width="245" {{!}}<br />
* ''Tempo rausnehmen''<br />
* ''Zuhören''<br />
* ''Fokus darauf, Vorannahmen zu erklären''<br />
* ''Raum für „Nicht-Wissen“''<br />
* ''Vertiefende Fragen''<br />
{{!}}-<br />
{{!}} width="95" {{!}}'''Einstellung'''<br />
{{!}} width="265" {{!}}<br />
* ''Versuchen, den anderen zu überzeugen''<br />
* ''Machen, dass man selbst sichtbar und verstanden wird''<br />
{{!}} width="245" {{!}}<br />
* ''Versuchen, den anderen zu verstehen''<br />
* ''Aktives Zuhören''<br />
* ''Urteile zurückstellen''<br />
* ''Versuch, mit „einem Kopf“ zu denken''<br />
{{!}}}<br />
'''Hilfestellung für Schritt 8 der Übung:'''<br />
<br />
Fragen, die helfen, den Reflexionsprozess über den Dialog / die dialogische Haltung anzuregen:<br />
<br />
* „Was hat sich bei der Debatte anders angefühlt als beim Dialog?“<br />
* „Welche Person, oder welche Gruppe, hatte den größten Redeanteil – und was, denkst du, war der Grund dafür? Wie kam es dazu?“<br />
* „Gab es Personen, die sich nicht an der Debatte oder dem Dialog beteiligt haben?“ ''Frage an diese Personen'': „Was hat dazu geführt, dass du dich nicht beteiligt hast?“ ''Alternativ Frage an die Gruppe'': „Was denkt ihr, warum sich manche Personen nicht an der Debatte oder dem Dialog beteiligt haben?“<br />
* „Habt ihr die Argumente, Motive und Interessen der anderen Gruppe während der Debatte verstanden? Habt ihr sie während des Dialogs verstanden? Welche Faktoren hatten Einfluss darauf, ob ihr die andere Gruppe verstanden habt?“ ''Frage nach konkreten Beispielen.''<br />
* „Welche weiteren Dinge sind dir aufgefallen, die besonders während der Debatte oder während des Dialogs aufgetreten sind?“<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Einstieg in die Übung<br />
|Instruction Step Text=Stelle die Übung vor, indem du …<br />
<br />
* die Ziele oder den Zweck der Übung erklärst: ein moralisches Dilemma erkennen, den Unterschied zwischen einer Debatte und einem Dialog erfahren, und zu verstehen, wie eine dialogische Haltung dazu beitragen kann, in anderen Reflexionsprozesse anzuregen<br />
* die Wichtigkeit dessen im Kontext von „Research Integrity“ erklärst. <br />
<br />
Betone, dass es bei dieser Übung vor allem um den Prozess der erlebten Interaktion geht. Das bedeutet, dass der Inhalt des Fallbeispiels weniger wichtig ist, sondern lediglich als Platzhalter genutzt wird, um den Prozess der Debatte und des Dialogs zu begünstigen.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Fallpräsentation<br />
|Instruction Step Text=Präsentiere ein (hypothetisches) Fallbeispiel mit einer Research Integrity – Fragestellung, einschließlich eines klar formulierten moralischen Dilemmas (siehe „Praktische Tipps“ für ein Beispiel).<br />
<br />
Wichtig bei der Auswahl des Fallbeispiels: <br />
<br />
* Berücksichtige deine Zielgruppe, d.h. du solltest ein Fallbeispiel auswählen, das im Erfahrungshorizont der Teilnehmenden liegt, also z.B. einen Bestandteil ihres Arbeitsalltags beschreibt. <br />
* Wähle ein Fallbeispiel, das kurz formuliert ist und ein klar formuliertes moralisches Dilemma beinhaltet (d.h. es gibt zwei distinkte Handlungsmöglichkeiten).<br />
<br />
Zeige dieses Fallbeispiel deutlich lesbar während der Debatte / dem Dialog (z.B. auf einem Handout, einem Monitor, oder über den Beamer). Den Teilnehmenden sollte es möglich sein, die Fallbeschreibung während der Übung durchzulesen. Präsentiere den Fall mit genügend Informationen und lass Zeit für Rückfragen der Teilnehmenden, da diese Fragen ansonsten in der Übung auftauchen und die Debatte / den Dialog unterbrechen würden.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Subgruppen einteilen<br />
|Instruction Step Text=Teile die Gruppe in zwei Subgruppen auf und teile jeder Gruppe mit, welche Seite des Dilemmas sie verteidigen soll. <br />
<br />
Einteilung der Gruppen:<br />
<br />
* Zur Aufteilung der Gruppe hast du zwei Möglichkeiten: <br />
<br />
a) du lässt die Teilnehmenden sich selbst einteilen; <br />
<br />
b) du als Trainer:in teilst die Subgruppen ein. <br />
<br />
* Beide Varianten haben Vor- und Nachteile. Variante A: die Teilnehmenden werden sich wahrscheinlich mehr mit ihrer Subgruppe identifizieren und ihre Positionen engagierter verteidigen; Variante B: die Teilnehmenden lernen, wie sie eine Position verteidigen, die sie eventuell nicht selbst vertreten. Gesetzt dem Fall, deine Gesamtgruppe besteht aus Personen unterschiedlicher Hierarchiepositionen (z.B. Supervisoren und Promovierende), dann kann es vorteilhaft sein, dass du als Trainer:in die Gruppen aufteilst. Die zugeteilten Teilnehmer:innen werden es dann als leichter empfinden, eine Gegenposition gegenüber einer hierarchisch höher gestellten Person zu verteidigen.]<br />
<br />
Ist genügend Platz im Raum vorhanden, positioniere die zwei Subgruppen so, dass sie sich gegenseitig ansehen. Die zu verteidigenden gegenüberliegenden Positionen in der Debatte spiegeln sich so in der räumlichen Position wider, was den Effekt der Übung verstärkt.<br />
<br />
Gib beiden Gruppen 3-5 Minuten Zeit, um ihre Argumente zu besprechen und eine Strategie zu diskutieren, wie die andere Gruppe von der eigenen Position überzeugt werden kann. Danach kann die Debatte gestartet werden.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Die Debatte führen<br />
|Instruction Step Text=Du startest die Debatte, indem du beide Subgruppen einlädst, die andere Seite von ihrer Position zu überzeugen (z.B. „Liebe Gruppe 1, liebe Gruppe 2: Warum ist eure Position die richtige? Überzeugt die andere Seite davon. Die Debatte beginnt JETZT.“)<br />
<br />
Eingreifen in die Debatte als Moderator:in:<br />
<br />
- Im Allgemeinen solltest du als Moderator:in nicht zu sehr in die Debatte eingreifen, selbst wenn die Teilnehmer:innen lauter werden. <br />
<br />
- Du solltest die Debatte jedoch dann beenden, wenn Personen besonders emotional reagieren. In dem Fall, spreche die Person an („Ich habe den Eindruck, du bist gerade sehr ängstlich/traurig…“) und frag sie, was an der Situation dazu geführt hat, dass sie so ängstlich/traurig/.. ist. <br />
<br />
- Falls sich nur wenige Personen beteiligen, oder die Teilnehmer:innen zu höflich oder zurückhaltend agieren, kannst du als Moderator:in intervenieren und die Gruppen auffordern, sich gegenseitig von ihren Positionen zu überzeugen. Mögliche Formulierungen dafür sind bspw:<br />
<br />
o An Person aus Gruppe A: „Komm schon, denkst du wirklich, dass …?“ (dann wiederhole, was gerade von einer Person aus Gruppe B gesagt wurde)<br />
<br />
o „Und warum genau denkst du, dieses Argument sei wichtig?“<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Merkmale einer Debatte reflektieren<br />
|Instruction Step Text=Beende die Debatte nach etwa 10 min (abhängig von der Gruppengröße) und lass die Gruppe reflektieren, was gerade geschehen ist und auf welche Art sie miteinander debattiert/interagiert haben. Unterstütze sie dabei, vor allem über den Prozess und weniger über den Inhalt der Debatte zu reflektieren. Bitte die Teilnehmer:innen, verschiedene Merkmale einer Debatte zu nennen und notiere sie auf einem Flip-Chart. Mögliche unterstützende Fragen sind bspw.:<br />
<br />
* Was war an der Art und Weise, wie ihr miteinander gesprochen habt, besonders? Was habt ihr beobachtet oder gefühlt?<br />
* Was ist euch an den anderen Personen aufgefallen – an deren Haltung oder Tonfall?<br />
* Habt ihr das Gefühl, ihr habt euch gegenseitig verstanden?<br />
* Welche Gruppe dominierte die Debatte und wie kam es dazu? (Es kann bspw. passieren, dass eine Gruppe die andere eher offensiv ständig mit neuen Argumenten konfrontiert hat, während die andere Gruppe eher defensiv damit beschäftigt war, die eigene Position zu verteidigen – statt selbst mit Argumenten „anzugreifen“.) Versuche, dich in die Lage der anderen Teilnehmer:innen zu versetzen, und was sie zum Prozess beigetragen haben.<br />
* Während du die genannten Merkmale für eine Debatte aufschreibst und diskutierst, frag nach Beispielen. Z.B.: „Was genau hast du gesehen? Was genau ist dir aufgefallen? Was hat dir in dem Moment gefehlt?“<br />
<br />
Erkläre, dass eine Debatte/Diskussion in bestimmten Situationen wertvoll sein kann – zum Beispiel dann, wenn man schnell Klarheit über die initialen Aussagen, Meinungen oder Positionen in einem moralischen Dilemma gewinnen möchte.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Hinführung zum Dialog: Merkmale eines Dialogs<br />
|Instruction Step Text=Nun soll es um den Dialog gehen. Präsentiere die Merkmale eines Dialogs: Tempo herausnehmen, Zuhören statt Sprechen, kein vorschnelles Urteilen, Fragen stellen (siehe „Praktische Tipps“). Du kannst die Übersicht über die Unterschiede zwischen Debatte und Dialog als Handout an die Teilnehmer:innen austeilen.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Einen Dialog führen<br />
|Instruction Step Text=Lass nun die beiden Subgruppen wieder in kommunikative Interaktion miteinander treten, nun jedoch mit einer „dialogischen Haltung“. <br />
<br />
Gleiches oder anderes Fallbeispiel? <br />
<br />
* Es ist von Vorteil, wenn ihr das gleiche Fallbeispiel und dieselben Gruppen wie in Schritt 3) verwendet. An diesem Punkt der Übung kann es für die Teilnehmer:innen herausfordernd sein, ihre eigene Grundhaltung aktiv zu verändern (von Debatte zu Dialog). Zu diesem Zweck könnte es sinnvoll sein, ein neues Fallbeispiel einzuführen und neue Gruppen einzuteilen, die die unterschiedlichen Positionen des Dilemmas vertreten – den Teilnehmer:innen wird es leichter fallen, eine andere Grundhaltung einzunehmen. <br />
<br />
Cave:<br />
<br />
* Die Erfahrung mit dieser Übung hat gezeigt, dass die Teilnehmer:innen erst einmal wieder zu debattieren beginnen. Sei als Moderator:in des Dialogs aufmerksam, wenn Merkmale einer Debatte zu erkennen sind (z.B. wenn sich die Teilnehmer:innen gegenseitig unterbrechen, sich nicht zuhören, mit vorschnellen Urteilen oder wertenden Gesten kommunizieren, oder in den Selbstverteidigungsmodus verfallen, statt klärende Fragen zu stellen). Falls das passiert, beende das Gespräch und hilf den Teilnehmer:innen dabei, darüber zu reflektieren, was gerade passiert ist. Dabei können folgende Fragen nützlich sein:<br />
<br />
o Was passiert gerade?<br />
<br />
o Was nimmst du gerade wahr?<br />
<br />
o Kann jemand erklären oder beschreiben, was gerade passiert ist? <br />
<br />
o (Nach der Beschreibung, was gerade passiert ist:) Was könntet ihr nun stattdessen tun? (Dabei auf die Merkmale eines Dialogs verweisen.)<br />
<br />
Versuche in diesem Moment, möglichst konkrete Aussagen herauszuarbeiten, die die Haltung in der eben erlebten Interaktion beschreiben (z.B. wir haben versucht, uns gegenseitig zu überzeugen, wir haben uns unterbrochen, …). Wenn ihr das herausgearbeitet habt, gib den Teilnehmer:innen Tipps, wie sie in der kommenden Interaktion einen Dialog aufgreifen können, z.B.:<br />
<br />
o Was würde dir helfen, die andere Position besser zu verstehen?<br />
<br />
o Welche Fragen könntest du stellen?<br />
<br />
o Was kannst du tun, um die andere Gruppe dazu zu bringen, euch Fragen zu stellen?<br />
<br />
o Was können wir verändern, um den Dialog zu stärken?<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Merkmale eines Dialogs reflektieren<br />
|Instruction Step Text=Beende den Dialog nach etwa 10 min und reflektiere mit der Gruppe über die Unterschiede zwischen einer Debatte und einem Dialog, indem du bspw. folgendes ansprichst / erfragst:<br />
<br />
* Wahrnehmungen und Gefühle während der Debatte und während des Dialogs<br />
* Wie sehr die Teilnehmer:innen sich gegenseitig verstanden haben<br />
* Die Gruppendynamik (Welche Personen haben gesprochen? Hatte jede:r Gelegenheit, sich am Gespräch zu beteiligen?, usw.)<br />
* Das Verständnis der Inhalte des Fallbeispiels (Motive und Interessen)<br />
* Andere Erkenntnisse aus einer Debatte oder einem Dialog (z.B. neue Einblicke gewinnen)<br />
<br />
Reflektiere mit der Gruppe die Unterschiede zwischen einer Debatte und einem Dialog. Hilfreiche Fragen findest du auch unter „Praktische Tipps“. Halte die Erkenntnisse der Reflektion auf einer Flip-Chart fest.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Konklusion und Erkenntnisse<br />
|Instruction Step Text=Bitte die Teilnehmer:innen, über den Nutzen eines Dialogs zu reflektieren und darüber nachzudenken, wie man einen Dialog nutzen kann, um Gruppenreflexionsprozesse anzustoßen. Konzentriere dich dabei auf allgemeine Erkenntnisse in Zusammenhang mit den Zielen der Übung. Mögliche Fragen sind:<br />
<br />
* In Anbetracht der Lernziele der Übung – was hat du gelernt? Genauer:<br />
<br />
o Inwiefern wurden die die Stärken eines Dialogs und einer Debatte bewusst?<br />
<br />
o Denkst du, die Übung hilft dabei, zu lernen, auf welche Weise man einen Dialog als Werkzeug zum Anstoßen eines Reflexionsprozesses nutzen kann?<br />
<br />
o Was hast du darüber hinaus gelernt?<br />
<br />
Cave: die Reihenfolge der Übung könnte bei den Teilnehmer:innen den Eindruck hinterlassen, eine Debatte sei „falsch“ und ein Dialog „richtig“. Nutze den letzten Schritt der Übung, um zu betonen, dass ein Dialog sinnvoll und nützlich für Reflexionsprozesse ist, aber eine Debatte in anderen Situationen mit anderen Zielsetzungen angebracht und sinnvoll ist.<br />
}}<br />
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{{Related To}}<br />
{{Tags}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Guide:Bb3a85bb-ae12-4b28-b474-d372ea5cd4f4&diff=8434Guide:Bb3a85bb-ae12-4b28-b474-d372ea5cd4f42022-10-20T15:15:14Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Guide<br />
|Title=VIRT2UE Training Guide in Turkish<br />
|Guide Goal=VIRT2UE Eğitmen Eğitimi programı Araştırma Doğruluğu (Research Integrity) alanında eğitmen olmak isteyen farklı disiplinlerden araştırmacı ve eğitimciler için hazırlanmıştır. Bu programda erdem temelli bir yaklaşım benimsenmekte ve katılımcıların Araştırma Doğruluğuna ilişkin kendi anlayış ve yaklaşımları üzerine fikir yürütmeleri teşvik edilmektedir. Aynı şekilde, teori ve pratik arasında bağlantı kurulabilmesini sağlamak amacıyla kişisel tecrübe ve deneyimler üzerinde özellikle durulmaktadır. <br />
<br />
Bu eğitimi alan kişiler, erdemleri hayata geçirmeye yatkınlık geliştirecek ve somut olaylar karşısında bu erdemlere uygun davranmayı öğrenecek; ECoC (Araştırmalarda Dürüstlük Konusunda Avrupa Davranış Kodu)’ta belirtilen ilkeler ile somut ERI (Ethics and Research Integrity/ Tr. AED - Araştırma Etiği ve Doğruluğu) vakaları arasında nasıl ilişki kurulacağını öğrenecek; somut vakalar ve ikilemler karşısında bilimsel erdemler oluşturma konusunda araştırmacılara yardımcı olacak alıştırmaları uygulamak için gerekli bilgi ve becerileri edinecek ve bir VIRT2UE eğitimini düzenlemek ve uygulamak için lazım olan didaktik yetkinliğe erişecektir.<br />
<br />
Eğitim ile ilgili daha detaylı bilgi almak ve <u>[https://embassy.science/wiki/Training_Informations#VIRT2UE-FAQs Sıkça Sorulan Sorular]</u>’a ulaşmak için <u>[https://embassy.science/wiki/Training_Informations tıklayınız]</u>.<br />
}}<br />
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|Guide Step Section=Prepare for the second (face to face) group session<br />
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{{Custom TabContent Close Trainer}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Cfe28d24-d753-4d63-8665-81e70298ce94&diff=8433Instruction:Cfe28d24-d753-4d63-8665-81e70298ce942022-10-20T15:11:16Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=Sertifika<br />
|Instruction Goal=Bu bölümde bulunan talimatlar, katılımcılara VIRT2UE eğitim sertifikasını nasıl alacakları hususunda bilgi vermektedir.<br />
|Has Requirements=Bu materyal, VIRT2UE eğitmen eğitimi programının bir parçası olup bu program dahilinde eğitim alan ve eğitim veren kişiler için hazırlanmıştır.<br />
|Has Duration=1<br />
|Important For=Research integrity trainers; Trainers in training<br />
|Has Method=Blended learning<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=VIRT2UE eğitmen eğitimi programına kaydolan katılımcıların, sertifikalı eğitmen olma şansı vardır. Bu sertifika, sertifika sahibi kişinin bir araştırma doğruluğu eğitmeni olarak gerekli didaktik becerilere sahip olduğunu gösterir. Katılımcılar online ve yüz yüze dersleri tamamladıklarında ve 10 başka araştırmacıyı eğittiklerinde sertifikayı almaya hak kazanırlar.<br />
<br />
Katılımcıların tercihen tüm eğitim oturumlarına katılmış, toplantılar arasındaki dönemde beş alıştırmayı uygulamış ve 10 başka araştırmacıyı bu beş alıştırmanın en az üçü üzerinden eğitmiş olmaları gerekmektedir. Ancak bu yükümlülükler gerektiği durumlarda değiştirilebilir (örneğin küçük araştırma topluluklarında eğitim almaya istekli 10 araştırmacı bulmak zor olabilir). Eğitim alan kişinin sertifika almaya hak kazanmak için yeteri kadar dersi tamamlayıp tamamlamadığına eğitmen karar verecektir. Becerilerine güveniyor olmaları durumunda eğitimi alan katılımcılar iki yüz yüze oturum arasında yalnızca alıştırmaları uygulamak yerine 10 araştırmacıyı eğitmeyi de tercih edebilirler.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=60 saatlik VIRT2UE eğitimini tamamlayın<br />
|Instruction Step Text=Eğitimi alan kişiler olarak üç online modülü tamamlamanız ve alıştırmaları kolaylaştırıcı olarak yönetmeyi öğreneceğiniz oturumlara katılmanız gerekmektedir. Hastalık ya da farklı bir zorunluluktan dolayı herhangi bir oturumu kaçırmanız durumunda sizden oturumda işlenilen alıştırmanın herhangi bir katılımcı arkadaşınız tarafından yapılan ‘uygulamasına’ katılmanız ve alıştırmayı kolaylaştırıcı olarak yönetmeyi kendi kendinize pratik etmeniz istenecektir. Sonrasında da özdüşünüm formunu doldurarak bu deneyiminiz üzerine fikir yürütmeniz gerekmektedir.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=10 kişiye VIRT2UE yaklaşımı üzerine eğitim verin<br />
|Instruction Step Text=VIRT2UE sertifikasını alabilmek için 10 araştırmacıya VIRT2UE yaklaşımı üzerine eğitim vermeniz gerekmektedir. VIRT2UE programı üç online modül ve beş katılımlı alıştırmadan oluşmaktadır. 10 araştırmacıyı 5 alıştırmanın 3’ü üzerinden eğitmeniz bizim için yeterlidir – bu, araştırma doğruluğu konusuna erdem temelli yaklaşımı öğrenmek için gerekli temeli sağlayacaktır. <br />
<br />
10 araştırmacının eğitimi, program esnasında katılımlı alıştırmaların ‘uygulanması’ aşamasının bir parçası olarak ya da program bittikten sonra gerçekleştirilebilir. <br />
<br />
Eğitiminize katılan araştırmacılara kendilerinin de birer eğitmen olabilmesi için gerekli olan detaylı bilgiyi verebilirsiniz. Bu opsiyonel bir adımdır ve VIRT2UE sertifikasını almanız için bir koşul değildir. Eğer gerçekten araştırmacıları eğitmen olmak üzere eğitmek isterseniz, bu kişilerin İyi Bilim Elçiliği web sitesindeki VIRT2UE kılavuzunu okuduklarından ve alıştırmaları kolaylaştırıcı olarak yönetmekle ilgili deneyimlerini paylaşmak için ekstra bir oturuma katıldıklarından emin olunuz. Yüz yüze toplantıların mümkün olmaması durumunda (örneğin pandemi esnasında) bu deneyim paylaşımı yazılı bir alıştırma, akran koçluğu ve/veya video konferans ile ikame edilebilir.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Eğitmeninizle çalışma ve başarılarınız üzerine konuşun<br />
|Instruction Step Text=Eğitimi tamamladıktan ve 10 araştırmacıyı eğittikten sonra (toplamda 60 saat) VIRT2UE konsorsiyumundan ‘Eğitmen’ sertifikasını almaya hak kazanacaksınız. Lütfen eğitmeninizle görüşerek kursun gerekliliklerini tam olarak yerine getirip getirmediğinizi kontrol edin.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Sertifikayı edinin<br />
|Instruction Step Text=VIRT2UE sertifikasını edinmek için bir öğrenme portföyü oluşturmanız gerekmektedir. Portföyünüz içerisinde bulunması gereken dosyalar aşağıda belirtilmiştir: <br />
<br />
*Tamamlanan görevlere ilişkin tablo: https://public.3.basecamp.com/p/s86AXByFGri8GHTNQhhUKDDE<br />
*Alıştırmaları kolaylaştırıcı olarak yönetirken edindiğiniz deneyimleri detaylandıran yorum formları: [https://public.3.basecamp.com/p/TdSPxdni4nPpEeLaVrNmtZMk Reflection form]<br />
*10 araştırmacıyı eğittiğinizi gösteren belgeler (zoom görüşmelerinden alınmış ekran görüntüleri/ yoklama kâğıdı / katılım bildirimi)<br />
<br />
Bunların yanı sıra sertifikanızın gönderilmesini istediğiniz adresi de yazmanız gerekmektedir (ev ya da iş adresiniz olabilir)!<br />
}}<br />
{{Instruction Remarks Trainee<br />
|Has Remarks=Bu eğitim, N 741782 sayılı hibe sözleşmesi gereğince, Avrupa Birliği’ne ait H2020 araştırma programı tarafından fonlanan VIRT2UE projesi kapsamında geliştirilmiştir.<br />
}}<br />
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{{Instruction Perspective Trainer<br />
|Is About=Bu eğitimi alan kişilerin, sertifikalı eğitmen olabilmek için online ve yüz yüze dersleri tamamlamaları ve 10 araştırmacıya bu eğitimi vermeleri gerekmektedir. 10 araştırmacının eğitimi, program esnasında ya da program bittikten sonra gerçekleştirilebilir.<br />
|Has Practical Tips=Katılımcıların tercihen tüm eğitim oturumlarına katılmış, toplantılar arasındaki dönemde beş alıştırmayı uygulamış ve sonrasında 10 başka araştırmacıyı eğitmiş olmaları gerekmektedir. Ancak bu sistemin (gerekli olduğunda) değiştirilmesi mümkündür:<br />
<br />
'''1) Diğer eğitmenlerin eğitilmesi'''<br />
<br />
10 araştırmacının eğitilmesi, program esnasında ya da program bittikten sonra gerçekleştirilebilir. Bu eğitimin, beş alıştırmanın tamamını kapsaması gerekmektedir. Katılımcılar bu on kişiyi eğitmen olmak üzere de eğitebilirler. Böyle bir durumda eğitimin, programın didaktik yönlerini de içermesi gerekir. Eğer katılımcılar eğitim verdikleri araştırmacıları eğitmen olmak üzere eğitmiyorlarsa böyle bir gereklilik bulunmamaktadır.<br />
<br />
Becerilerine güveniyor olmaları durumunda eğitimi alan katılımcılar iki yüz yüze oturum arasındaki dönemde yalnızca alıştırmaları uygulamak yerine 10 araştırmacıyı eğitmeyi de tercih edebilirler. Didaktik sebeplerden ötürü, tam bir eğitim organize etmeden önce alıştırmaların uygulanmasını önermekteyiz ancak son kertede karar katılımcılarındır.<br />
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'''2) İkinci yüz yüze oturum'''<br />
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Toplantıya katılımın organize edilmesi mümkün değilse ya da bu toplantıya katılmak eğitimi alanlar için çok masraflı oluyorsa ikinci yüz yüze oturumun bir yazma alıştırması, akran koçluğu ve/veya video konferans ile ikame edilmesi mümkündür. İkinci yüz yüze oturuma katılmaktan muaf tutulmak isteyen katılımcıların kabul edilebilir gerekçeler sunması gerekmektedir.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Eğitim sertifikalarını verin<br />
|Instruction Step Text=Katılımcılardan size öğrenme portföylerini göndermelerini talep edin. Portföyün içerisinde bulunması gereken dosyalar aşağıda belirtilmiştir: <br />
<br />
1) 10 araştırmacıyı eğittiklerini gösteren belgeler (zoom görüşmelerinden alınmış ekran görüntüleri/ yoklama kâğıdı / katılım bildirimi),<br />
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2) Tamamlanan görevlere ilişkin tablo,<br />
<br />
3) 5 adet alıştırmayı kolaylaştırıcı olarak yönetirken edindikleri deneyimleri detaylandıran yorum formları.<br />
<br />
Tamamlanan görevlere ilişkin tabloyu oluşturabilmeleri için katılımcılara <u>[https://public.3.basecamp.com/p/s86AXByFGri8GHTNQhhUKDDE bu tablo örneğini]</u> iletebilirsiniz.<br />
<br />
Alacakları sertifika, katılımcıların didaktik becerileri olan araştırma doğruluğu uzmanları olduğunu gösterecektir.<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks=Bu eğitim, N 741782 sayılı hibe sözleşmesi gereğince, Avrupa Birliği’ne ait H2020 araştırma programı tarafından fonlanan VIRT2UE projesi kapsamında geliştirilmiştir.<br />
}}<br />
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|Involves=VIRT2UE<br />
|Has Location=Europe<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Guide:Bb3a85bb-ae12-4b28-b474-d372ea5cd4f4&diff=8432Guide:Bb3a85bb-ae12-4b28-b474-d372ea5cd4f42022-10-20T15:07:56Z<p>0000-0003-1812-6405: </p>
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|Guide Goal=VIRT2UE Eğitmen Eğitimi programı Araştırma Doğruluğu (Research Integrity) alanında eğitmen olmak isteyen farklı disiplinlerden araştırmacı ve eğitimciler için hazırlanmıştır. Bu programda erdem temelli bir yaklaşım benimsenmekte ve katılımcıların Araştırma Doğruluğuna ilişkin kendi anlayış ve yaklaşımları üzerine fikir yürütmeleri teşvik edilmektedir. Aynı şekilde, teori ve pratik arasında bağlantı kurulabilmesini sağlamak amacıyla kişisel tecrübe ve deneyimler üzerinde özellikle durulmaktadır. <br />
<br />
Bu eğitimi alan kişiler, erdemleri hayata geçirmeye yatkınlık geliştirecek ve somut olaylar karşısında bu erdemlere uygun davranmayı öğrenecek; ECoC (Araştırmalarda Dürüstlük Konusunda Avrupa Davranış Kodu)’ta belirtilen ilkeler ile somut ERI (Ethics and Research Integrity/ Tr. AED - Araştırma Etiği ve Doğruluğu) vakaları arasında nasıl ilişki kurulacağını öğrenecek; somut vakalar ve ikilemler karşısında bilimsel erdemler oluşturma konusunda araştırmacılara yardımcı olacak alıştırmaları uygulamak için gerekli bilgi ve becerileri edinecek ve bir VIRT2UE eğitimini düzenlemek ve uygulamak için lazım olan didaktik yetkinliğe erişecektir.<br />
<br />
Eğitim ile ilgili daha detaylı bilgi almak ve <u>[https://embassy.science/wiki/Training_Informations#VIRT2UE-FAQs Sıkça Sorulan Sorular]</u>’a ulaşmak için <u>[https://embassy.science/wiki/Training_Informations tıklayınız]</u>.<br />
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{{Custom TabContent Close Trainer}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:70939bd1-6a0d-4ebe-bf4c-318442f90828&diff=8431Instruction:70939bd1-6a0d-4ebe-bf4c-318442f908282022-10-20T15:02:40Z<p>0000-0003-1812-6405: </p>
<hr />
<div>{{Instruction<br />
|Title=Deneyimler üzerine fikir yürütme ve alıştırmaları uygulama<br />
|Instruction Goal=Bu bölümde bulunan talimatlar, katılımcılara VIRT2UE eğitiminin ikinci (yüz yüze) grup oturumu için nasıl hazırlanacakları ve bu oturumda neler yapacakları hususunda bilgi vermektedir.<br />
|Has Requirements=Bu materyal, VIRT2UE eğitmen eğitimi programının bir parçası olup bu program dahilinde eğitim alan ve eğitim veren kişiler için hazırlanmıştır.<br />
<br />
Bu bölüme devam etmek için pratikte araştırma deneyiminizin olması (örn., araştırmacı olarak çalışıyor olmanız) ya da geçmişte araştırma deneyimi edinmiş bir eğitmen/ eğitimci/ öğretmen olmanız gerekmektedir.<br />
|Has Duration=8<br />
|Important For=Trainers in training; Research integrity trainers<br />
|Has Method=Face to Face; Participatory sessions<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=İkinci (yüz yüze) grup oturumunda katılımcılar son kez bir araya gelip eğitimin içeriği ve kolaylaştırıcı olarak alıştırmaları uygularken edindikleri deneyimler üzerine fikir yürüteceklerdir. Bu oturumda katılımcılar özellikle: <br />
<br />
1) Araştırma doğruluğuna erdem temelli yaklaşıma ilişkin anlayışları ve insanların araştırmayla ilgili fikir ve eylemlerinde erdem etiği yaklaşımını nasıl etkin hale getirebilecekleri üzerine fikir yürüteceklerdir.<br />
<br />
2) Alıştırmaların bir kısmını kolaylaştırıcı olarak tekrardan uygulayacak ve iki yüz yüze oturum arasında kafalarında oluşan şüphe ve sorular üzerinde duracaklardır.<br />
<br />
3) Alıştırmaların spesifik hedeflerini ve bunların eğitimin genel hedeflerine yaptığı katkıları gözden geçirecek ve bu konuda fikir yürüteceklerdir.<br />
<br />
4) Eğitim materyallerini kendi çalışma ortamlarının gerekliliklerine göre uyarlamanın mümkün olup olmadığı üzerine fikir yürüteceklerdir.<br />
<br />
5) Böyle bir eğitimi organize ederken ilgili materyalleri ve desteği nerden ve nasıl bulabileceklerini öğreneceklerdir.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Kolaylaştırıcı olarak rolünüz üzerine fikir yürütün / yorumlamalarda bulunun<br />
|Instruction Step Text=Alıştırmalar esnasında karşılaştığınız sorunları diğer katılımcılarla birlikte tartışın ve alıştırmaları kolaylaştırıcı olarak uygularken üstlendiğiniz rol ve edindiğiniz deneyim üzerine fikir yürütün. Alıştırmaların spesifik hedefleri ve bunların eğitimin genel hedeflerine yaptığı katkılar konusunda kafanızda bir soru işareti kalmadığından emin olun. Özellikle, bu eğitimde üzerinde durulan, araştırma doğruluğuna erdem temelli yaklaşım ve insanların araştırmayla ilgili fikir ve eylemlerinde erdem etiği yaklaşımını nasıl etkin hale getirebileceğiniz üzerine fikir yürütün. Yaklaşımı net bir şekilde anladığınızdan emin olmak ve başkalarını eğitirken bu yaklaşımı kullanabilmek için açıklamaya ihtiyaç duyduğunuz noktalarda sorular sorabilirsiniz.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Alıştırmaların bir kısmını yeniden uygulayın<br />
|Instruction Step Text=Eğitmeniniz gözetiminde alıştırmaların bazı bölümlerini ve farklı varyasyonlarını yeniden uygulayın. Eğitmenleriniz ve grubunuzla eğitim materyallerinin farklı bağlamlara uyarlanabilirliği üzerine tartışın.<br />
}}<br />
{{Instruction Remarks Trainee<br />
|Has Remarks=Bu eğitim, N 741782 sayılı hibe sözleşmesi gereğince, Avrupa Birliği’ne ait H2020 araştırma programı tarafından fonlanan VIRT2UE projesi kapsamında geliştirilmiştir.<br />
}}<br />
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{{Instruction Perspective Trainer<br />
|Is About=İkinci (yüz yüze) grup oturumunda eğitmenler eğitimin genel bir özetini yapacak, katılımcıların alıştırmaları uygularken edindikleri deneyimler üzerine fikir yürütmelerini sağlayacak ve katılımcılar seçilmiş olan birkaç alıştırmayı tekrar uygularken onları denetleyeceklerdir. Bu oturum, eğitimi alan kişilerin:<br />
<br />
1) Araştırma doğruluğuna erdem temelli yaklaşımı anlamalarını,<br />
<br />
2) Alıştırmaların bir kısmını kolaylaştırıcı olarak tekrardan uygulamalarını,<br />
<br />
3) Eğitimi, alıştırmaları kolaylaştırıcı olarak yönetmek hususunda kendilerine güvenerek tamamlamalarını,<br />
<br />
4) Alıştırmaların spesifik hedeflerini ve bunların eğitimin genel hedeflerine yaptığı katkıları öğrenmelerini,<br />
<br />
5) Eğitim materyallerini kendi çalışma ortamlarının gerekliliklerine göre uyarlamanın mümkün olduğunu fark etmelerini, <br />
<br />
6) Böyle bir eğitimi organize ederken ilgili materyalleri ve desteği nerden ve nasıl bulabileceklerini öğrenmelerini sağlamayı amaçlamaktadır.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Oturumun hedeflerini belirleyin<br />
|Instruction Step Text=Grupla birlikte güne dair planınızın ne olacağını konuşun. Hem alıştırmaların uygulanması hem de kuramsal ve içeriğe ilişkin soruların yanıtlanması için gerekli zamanı planlayın. Aynı alıştırmayı birden fazla kişinin uygulamak istemesi durumunda bu kişilerin alıştırmayı ortaklaşa yönetmelerine izin verebilirsiniz.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Şüphe ve sorular üzerinde durun<br />
|Instruction Step Text=Katılımcıları, iki yüz yüze oturum arasındaki zamanda kafalarında oluşan soru ya da şüpheleri dile getirmeleri için teşvik edin. Hem kuramsal hem de pratik konular üzerinde durun ve katılımcıları insanların araştırmayla ilgili fikir ve eylemlerinde erdem etiği yaklaşımını nasıl etkin hale getirebilecekleri üzerine fikir yürütmeye davet edin.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Geribildirimde bulunun<br />
|Instruction Step Text=Katılımcıları alıştırmaları kendi çalışma ortamlarında yaptıkları şekilde yönetmeye davet edin. Sonrasında geribildirim verin ve kendilerinden alıştırmaların yapısı ya da adımları üzerinde ne gibi değişiklikler yapılabileceği üzerine fikir beyan etmelerini isteyin.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Eğitimin genel hedeflerinin üzerinden geçin<br />
|Instruction Step Text=Katılımcılara eğitimin genel hedeflerini hatırlatın ve kendilerinden alıştırmaların spesifik hedefleri ve bunların eğitimin genel hedeflerine yaptığı katkılar konusunda fikir yürütmelerini isteyin.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Materyallerin nereden bulunabileceğini ve nasıl uyarlanabileceğini açıklayın<br />
|Instruction Step Text=Yüz yüze alıştırmaları kolaylaştırıcı olarak yönetme ve kullanma konusundaki deneyim ve uzmanlığınıza dayanarak; katılımcılarla birlikte, kendi hedef gruplarının yeterlilik düzeyi ve öğrenme ihtiyaçları, bu grupların ayrıntılı olarak tartışmak istediği şeyler ve bu konuların alıştırmalara nasıl katılabileceği üzerine tartışın. Katılımcılara İyi Bilim Elçiliği web sitesindeki eğitim materyallerine nasıl erişebileceklerini gösterin. Ayrıca, bu platformdaki toplulukla platformun tartışma sayfası üzerinden nasıl etkileşime geçebileceklerini ve eğitim materyalleri üzerinde nasıl değişiklik talep edebileceklerini de açıklayabilirsiniz.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Sertifika konusuyla ilgili bilgi verin<br />
|Instruction Step Text=Katılımcılara sertifikalı VIRT2UE eğitmeni olabilmek için 10 farklı kişiye (tercihen eğitmenlere) bu eğitimi vermeleri gerektiğini hatırlatın. Eğitimin eğitmenlere verilmesinin mümkün olmaması durumunda eğitmen olma potansiyeli olan araştırmacılara verilmesi de mümkündür.<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks=Bu eğitim, N 741782 sayılı hibe sözleşmesi gereğince, Avrupa Birliği’ne ait H2020 araştırma programı tarafından fonlanan VIRT2UE projesi kapsamında geliştirilmiştir.<br />
}}<br />
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|Has Location=Europe<br />
}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Guide:Bb3a85bb-ae12-4b28-b474-d372ea5cd4f4&diff=8430Guide:Bb3a85bb-ae12-4b28-b474-d372ea5cd4f42022-10-20T14:57:52Z<p>0000-0003-1812-6405: </p>
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<div>{{Guide<br />
|Title=VIRT2UE Turkish Training Guide<br />
|Guide Goal=VIRT2UE Eğitmen Eğitimi programı Araştırma Doğruluğu (Research Integrity) alanında eğitmen olmak isteyen farklı disiplinlerden araştırmacı ve eğitimciler için hazırlanmıştır. Bu programda erdem temelli bir yaklaşım benimsenmekte ve katılımcıların Araştırma Doğruluğuna ilişkin kendi anlayış ve yaklaşımları üzerine fikir yürütmeleri teşvik edilmektedir. Aynı şekilde, teori ve pratik arasında bağlantı kurulabilmesini sağlamak amacıyla kişisel tecrübe ve deneyimler üzerinde özellikle durulmaktadır. <br />
<br />
Bu eğitimi alan kişiler, erdemleri hayata geçirmeye yatkınlık geliştirecek ve somut olaylar karşısında bu erdemlere uygun davranmayı öğrenecek; ECoC (Araştırmalarda Dürüstlük Konusunda Avrupa Davranış Kodu)’ta belirtilen ilkeler ile somut ERI (Ethics and Research Integrity/ Tr. AED - Araştırma Etiği ve Doğruluğu) vakaları arasında nasıl ilişki kurulacağını öğrenecek; somut vakalar ve ikilemler karşısında bilimsel erdemler oluşturma konusunda araştırmacılara yardımcı olacak alıştırmaları uygulamak için gerekli bilgi ve becerileri edinecek ve bir VIRT2UE eğitimini düzenlemek ve uygulamak için lazım olan didaktik yetkinliğe erişecektir.<br />
<br />
Eğitim ile ilgili daha detaylı bilgi almak ve <u>[https://embassy.science/wiki/Training_Informations#VIRT2UE-FAQs Sıkça Sorulan Sorular]</u>’a ulaşmak için <u>[https://embassy.science/wiki/Training_Informations tıklayınız]</u>.<br />
}}<br />
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|Guide Step Section=Yapılan alıştırmaları kendi kurumunuz/ortamınız içerisinde uygulamak<br />
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|Guide Step Type Trainer=Section<br />
|Guide Step Section=Prepare for the second (face to face) group session<br />
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{{Custom TabContent Close Trainer}}</div>0000-0003-1812-6405https://embassy.science:443/wiki-wiki/index.php?title=Instruction:68273b5a-7959-47ec-8a19-3a28407bdeee&diff=8429Instruction:68273b5a-7959-47ec-8a19-3a28407bdeee2022-10-20T14:54:08Z<p>0000-0003-1812-6405: </p>
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<div>{{Instruction<br />
|Title=Ara dönem uygulama çalışması<br />
|Instruction Goal=Bu bölümde bulunan talimatlar, katılımcılara (yüz yüze) grup oturumları arasında yapılması gereken çalışmaları nasıl organize edecekleri hususunda bilgi vermektedir.<br />
|Has Requirements=Bu materyal, VIRT2UE eğitmen eğitimi programının bir parçası olup bu program dahilinde eğitim alan ve eğitim veren kişiler için hazırlanmıştır.<br />
<br />
Bu bölüme devam etmek için pratikte araştırma deneyiminizin olması (örn., araştırmacı olarak çalışıyor olmanız) ya da geçmişte araştırma deneyimi edinmiş bir eğitmen/ eğitimci/ öğretmen olmanız gerekmektedir.<br />
|Has Duration=25<br />
|Important For=Research integrity trainers; Trainers in training<br />
|Has Method=Face to Face; Participatory sessions<br />
}}<br />
{{Custom TabContent Trainee Open}}<br />
{{Instruction Steps Foldout Trainee}}<br />
{{Instruction Perspective Trainee<br />
|Is About=‘Uzmanlıklarını aktarmak’ ve başkalarını eğitmek için gereken becerileri edinebilmek ve her bir alıştırmanın amaç, içerik ve didaktiğini anlayabilmek için, eğitim alan kişilerin bu alıştırmaları uygulamaları gerekmektedir. Bu nedenle bu eğitimi alan kişilerin, birinci ve ikinci yüz yüze oturumlar arasında, yüz yüze eğitimin ilk kısmında öğrendikleri ve deneyimledikleri 5 alıştırmayı kolaylaştırıcı olarak yönetmeleri gerekmektedir (<u>[https://embassy.science/wiki/Instruction:36e82c9c-dc83-46cc-a043-df9d93f1801f Öz Beyan Yaklaşımı]</u>; <u>[https://embassy.science/wiki/Instruction:628b20aa-3ad4-41b8-919b-e45ad17b3d8f Münazara ve Diyalog]</u>; <u>[https://embassy.science/wiki/Instruction:35961b2d-6734-4bf9-a1d0-5893be9be3a5 Erdemler ve Normlar]</u>, <u>[https://embassy.science/wiki/Instruction:D1cde436-f9a2-41fa-8706-95ee6389f009 Orta yol]</u> ve İkilem oyunu).<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Hazırlanın<br />
|Instruction Step Text=Kendi çalışma ortamınızda alıştırmaları kolaylaştırıcı olarak yönetmeye hazırlanmak için:<br />
<br />
a. Talimatları içeren kılavuzları ve video ya da okuma metinleri gibi diğer ilgili materyalleri gözden geçirin;<br />
<br />
b. Alıştırma için gerekli materyalleri hazırlayın (örn., Alıştırmanın katılımcılarına gönderilecek PowerPoint sunumları ve/veya formlar)<br />
<br />
Lütfen alıştırmalarda bazı uyarlamalar yapmak durumunda kalabileceğinizi unutmayın. Örneğin, kurumunuzda bir denetçi/ ombudsman olarak görev yapıyorsanız katılımcılardan araştırma doğruluğuna ilişkin kendi deneyimlerini paylaşmalarını istemeniz çekinceyle karşılanabilir. Bu nedenle böyle bir durumda sadece kurgusal vakalar üzerinden ilerlemeyi tercih edebilirsiniz (örn., <u>[https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game Rotterdam İkilem Oyunu]</u> ya da <u>[https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases İyi Bilim Elçiliğinin]</u> web sitesindeki vakalar bölümünden alınmış örnekleri kullanabilirsiniz).<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Organize edin<br />
|Instruction Step Text=Her bir alıştırmanın yapılacağı zaman ve yer ile ilgili ayarlamaları yapın ve katılımcılara davetiyelerini gönderin (maks. 6-12 kişi). 5 alıştırmanın hepsini tek seferde ya da tüm alıştırmaları aynı grupla yapmak zorunda değilsiniz. Bazı alıştırmaları birleştirip tek oturumda yapmanız mümkündür (örn., <u>[https://embassy.science/wiki/Instruction:628b20aa-3ad4-41b8-919b-e45ad17b3d8f Münazara-diyalog]</u> ve <u>İkilem oyunu</u>). Alıştırmalar için gerekli formları dağıtmayı ve nasıl geri toplayacağınızı planlamayı unutmayın (<u>[https://embassy.science/wiki/Instruction:36e82c9c-dc83-46cc-a043-df9d93f1801f Öz beyan]</u> ve vaka yorum formu – <u>[https://embassy.science/wiki/Instruction:35961b2d-6734-4bf9-a1d0-5893be9be3a5 Erdemler ve normlar]</u> alıştırmasına ilişkin talimatlar içerisindeki ipuçları kısmında bulunmaktadır).<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Eğitim becerilerinizi uygulayın<br />
|Instruction Step Text=Tüm alıştırmaları kolaylaştırıcı olarak yönetin ve katılımcılarla birlikte deneyimlerinizi değerlendirin/ yorumlayın. Sonrasında [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 <u>özdüşünüm formunu</u>] doldurarak kendi deneyiminiz ve eğitmen olarak rolünüz üzerine fikir yürütün.<br />
}}<br />
{{Instruction Step Trainee<br />
|Instruction Step Title=Deneyiminizle ilgili geribildirimde bulunun<br />
|Instruction Step Text=Eğitmeninizle iletişime geçin ve özdüşünüm formlarınızı teslim edin. İkinci yüz yüze oturumda üzerinde durmak isteyeceğiniz soru ve konuları eğitmeninizle paylaşın. Örneğin: Katılımcılarınızın öğrenme sürecini kolaylaştıran ya da sekteye uğratan şeyler nelerdi? Bir sonraki kolaylaştırma deneyiminizde farklı yapacağınız ya da aynı şekilde yapmaya devam edeceğiniz şeyler neler olurdu?<br />
}}<br />
{{Instruction Remarks Trainee<br />
|Has Remarks=Bu eğitim, N 741782 sayılı hibe sözleşmesi gereğince, Avrupa Birliği’ne ait H2020 araştırma programı tarafından fonlanan VIRT2UE projesi kapsamında geliştirilmiştir.<br />
}}<br />
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{{Instruction Perspective Trainer<br />
|Is About=Eğitim verdiğiniz katılımcılar, birinci ve ikinci yüz yüze oturumlar arasında, yüz yüze eğitimin ilk kısmında öğrendikleri ve deneyimledikleri 5 alıştırmayı kolaylaştırıcı olarak yöneteceklerdir (<u>[https://embassy.science/wiki/Instruction:36e82c9c-dc83-46cc-a043-df9d93f1801f Öz Beyan Yaklaşımı]</u>; <u>[https://embassy.science/wiki/Instruction:628b20aa-3ad4-41b8-919b-e45ad17b3d8f Münazara ve Diyalog]</u>; <u>[https://embassy.science/wiki/Instruction:35961b2d-6734-4bf9-a1d0-5893be9be3a5 Erdemler ve Normlar]</u>, <u>[https://embassy.science/wiki/Instruction:D1cde436-f9a2-41fa-8706-95ee6389f009 Orta yol]</u> ve <u>İkilem oyunu</u>). Katılımcıların bu deneyimleri hakkında bilgi sahibi olmak ve son yüz yüze grup oturumunu hazırlamak için eğitmenlerin katılımcılardan <u>[https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 özdüşünüm formlarını]</u> toplamaları ve analiz etmeleri gerekmektedir. Bu formlar, eğitimin son oturumunda hangi konuların üzerinde durulması ve hangi alıştırmalar için daha fazla pratik yapılması gerektiğini belirlemede eğitmenlere yardımcı olacaktır.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Özdüşünüm formlarını toplayın<br />
|Instruction Step Text=Eğitime katılanlara doldurdukları <u>[https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 özdüşünüm formlarını]</u> zamanında göndermelerini hatırlatın. Formları topladıktan sonra katılımcılarınızın alıştırmaları nasıl deneyimlediğini öğrenmek için topladığınız formları analiz edin. Buna ek olarak katılımcılara ikinci oturumda tartışmak ya da uygulamak istedikleri şeyleri doğrudan sormanız da mümkündür. Bu şekilde oturum içinde uygulama kısmı için ayıracağınız zamanı belirlemek kolaylaşacaktır.<br />
}}<br />
{{Instruction Step Trainer<br />
|Instruction Step Title=Üzerinde durulacak konu ve aktivitelere ilişkin bir liste hazırlayın<br />
|Instruction Step Text=Eğitime katılanlardan topladığınız formların içeriğine göre, ikinci yüz yüze oturumda tartışılacak konuların bir listesini yapabilirsiniz. Özellikle <u>özdüşünüm formunda</u> bulunan 3., 4. ve 5. sorular bu konuda size oldukça yardımcı olacaktır çünkü bu sorular nelerin iyi gittiği, nelerin iyi gitmediği ve nelere dikkat edilmesi gerektiği hususunda fikir vermektedir. Formlardan aldığınız bilgileri listeleyen kısa bir PowerPoint sunumu hazırlamayı da düşünebilirsiniz. Bu, oturum esnasında yapılacak tartışmaları yapılandırmak ve yönlendirmek açısından yardımcı olabilir.<br />
}}<br />
{{Instruction Remarks Trainer<br />
|Has Remarks=Bu eğitim, N 741782 sayılı hibe sözleşmesi gereğince, Avrupa Birliği’ne ait H2020 araştırma programı tarafından fonlanan VIRT2UE projesi kapsamında geliştirilmiştir.<br />
}}<br />
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|Involves=VIRT2UE<br />
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}}</div>0000-0003-1812-6405