Difference between revisions of "Resource:C386dbba-2f69-4257-89c2-903898cf1f12"
From The Embassy of Good Science
(Created page with "{{Resource |Resource Type=Education |Title=ENERI Classroom |Is About=The ENERI Classroom is an online training and capacity-building platform on research integrity and ethics....") |
|||
| (One intermediate revision by one other user not shown) | |||
| Line 2: | Line 2: | ||
|Resource Type=Education | |Resource Type=Education | ||
|Title=ENERI Classroom | |Title=ENERI Classroom | ||
| − | |Is About=The ENERI Classroom is an online training and capacity-building platform | + | |Is About=The ENERI Classroom is an online training and capacity-building platform for research integrity and ethics. The Classroom provides open access to training materials for research integrity and research ethics experts, such as members of research integrity offices and research ethics committees. Most training materials are suitable for online self-learning as well as online or onsite group-learning guided by a facilitator. |
The ENERI Classroom addresses four main topics: | The ENERI Classroom addresses four main topics: | ||
| − | * Research integrity | + | *Research integrity |
| − | * Research ethics | + | *Research ethics |
| − | * Overlapping issues | + | *Overlapping issues |
| − | * Developing infrastructures | + | *Developing infrastructures |
| Line 17: | Line 17: | ||
The topic ''research integrity'' includes learning units on: | The topic ''research integrity'' includes learning units on: | ||
| − | * Research integrity boards and codes of conducts | + | *Research integrity boards and codes of conducts |
| − | * Research integrity principles | + | *Research integrity principles |
| − | * Violations of research integrity | + | *Violations of research integrity |
| − | * Plagiarism | + | *Plagiarism |
| − | * Authorship | + | *Authorship |
| − | * Peer review | + | *Peer review |
| − | * Dealing with violations and allegations of misconduct | + | *Dealing with violations and allegations of misconduct |
| − | * Whistleblowing and whistleblower protection | + | *Whistleblowing and whistleblower protection |
| − | * Mentoring for stronger cultures of integrity. | + | *Mentoring for stronger cultures of integrity. |
The topic ''research ethics'' includes learning units on: | The topic ''research ethics'' includes learning units on: | ||
| − | * Research ethics committees: main tasks and challenges | + | *Research ethics committees: main tasks and challenges |
| − | * Core principles of research ethics | + | *Core principles of research ethics |
| − | * Research involving vulnerable groups | + | *Research involving vulnerable groups |
| − | * Research in emergency situations | + | *Research in emergency situations |
| − | * Biobanks | + | *Biobanks |
| − | * Specific aspects of clinical drug trials | + | *Specific aspects of clinical drug trials |
| − | * Ethics review in non-medical fields. | + | *Ethics review in non-medical fields. |
The topic ''overlapping issues'' includes learning units on: | The topic ''overlapping issues'' includes learning units on: | ||
| − | * Conflict of interest | + | *Conflict of interest |
| − | * Data protection | + | *Data protection |
| − | * Social responsibility | + | *Social responsibility |
| − | * Open science | + | *Open science |
| − | * Mentoring for stronger cultures of integrity. | + | *Mentoring for stronger cultures of integrity. |
| Line 52: | Line 52: | ||
Each learning unit is structured as follows: | Each learning unit is structured as follows: | ||
| − | * Learning objectives and introduction | + | *Learning objectives and introduction |
| − | * Key issues | + | *Key issues |
| − | * Regulations and guidelines | + | *Regulations and guidelines |
| − | * Cases & questions | + | *Cases & questions |
| − | * Resources | + | *Resources |
|Important Because=High-quality training of members and staff is an important prerequisite for ensuring that RIOs, RECs and related bodies can perform their tasks competently and thereby help strengthen the science-society nexus and promote ethical research conduct. However, training materials addressing the specific needs of RIOs, RECs and related bodies are scarce and often not openly accessible. The ENERI Classroom helps filling this gap and thus adds an educational component to ongoing initiatives to continuously improve the research integrity and research ethics systems across Europe. | |Important Because=High-quality training of members and staff is an important prerequisite for ensuring that RIOs, RECs and related bodies can perform their tasks competently and thereby help strengthen the science-society nexus and promote ethical research conduct. However, training materials addressing the specific needs of RIOs, RECs and related bodies are scarce and often not openly accessible. The ENERI Classroom helps filling this gap and thus adds an educational component to ongoing initiatives to continuously improve the research integrity and research ethics systems across Europe. | ||
| − | |Important For=Research Integrity Officers; Research integrity trainers; research integrity researchers; Research Ethics Committees; Policy makers | + | |Important For=Research Integrity Officers; Research integrity trainers; research integrity researchers; Research Ethics Committees; Policy makers; ENRIO member organisations; Ethics committee members |
|Has Best Practice=Core parts of the learning pathways are based on case studies because experience has shown that they are particularly suitable to promote knowledge and foster skills conducive to acting ethically and with integrity in research. More specifically, the case studies allow learners to reflect on what they have learned and to apply newly acquired skills to concrete examples. Moreover, learners can assess their knowledge by answering a set of questions and obtaining feedback on their responses via email. Thus, the ENERI Classroom is an interactive and responsive learning platform. | |Has Best Practice=Core parts of the learning pathways are based on case studies because experience has shown that they are particularly suitable to promote knowledge and foster skills conducive to acting ethically and with integrity in research. More specifically, the case studies allow learners to reflect on what they have learned and to apply newly acquired skills to concrete examples. Moreover, learners can assess their knowledge by answering a set of questions and obtaining feedback on their responses via email. Thus, the ENERI Classroom is an interactive and responsive learning platform. | ||
| Line 64: | Line 64: | ||
}} | }} | ||
{{Link | {{Link | ||
| − | |Has Link=https://eneri. | + | |Has Link=https://classroom.eneri.eu/ |
}} | }} | ||
{{Related To | {{Related To | ||
| − | |Related To Resource=Resource:31c71a72-eaef-4287-8df6-9788d07302fb;Resource:777888d6-6152-44ce-bd15-646bb279e521 | + | |Related To Resource=Resource:31c71a72-eaef-4287-8df6-9788d07302fb;Resource:777888d6-6152-44ce-bd15-646bb279e521;Resource:F6100097-fddb-4c77-9098-1bc767c34a6a;Resource:1d26fd13-1ced-44bc-8d19-e094b37f8f70;Resource:45a04c31-5a75-4816-8484-2dd9b71d1674;Resource:Aef6b98d-9cc5-4db0-bffd-4a3daa99a3f3;Resource:C99f17ec-3d1e-4f7a-bfc7-3e3607934ead;Resource:7f7810d8-74a2-42ac-906c-7f6a73fcd183;Resource:E99e20d0-8116-4d77-84ec-7df396703bf4;Resource:67caae86-68db-49ea-8305-2010fe701aa6 |
|Related To Theme=Theme:8c79e235-8481-45ea-bb57-c744dedbbb8a;Theme:B4f3369c-e0ac-4cf5-acd9-cb2a6c11181d | |Related To Theme=Theme:8c79e235-8481-45ea-bb57-c744dedbbb8a;Theme:B4f3369c-e0ac-4cf5-acd9-cb2a6c11181d | ||
| + | |Related To Instruction=Instruction:A440eed0-f9f4-4415-a2c4-2d6ff9f44b80;Instruction:6b129846-c455-4849-9eaf-0d25f3c5600e;Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c;Instruction:C0cf8cfb-6090-49e3-94f5-20f530f83ffd;Instruction:6cc77174-4f7b-48a6-95f3-eeb4dadcb0a3;Instruction:Ffff98bc-b81b-43ee-8fef-a264c1e25741 | ||
}} | }} | ||
{{Tags | {{Tags | ||
| Line 74: | Line 75: | ||
|Has Timepoint=2019 | |Has Timepoint=2019 | ||
|Has Location=Europe | |Has Location=Europe | ||
| − | |Has Virtue And Value=Integrity | + | |Has Virtue And Value=Integrity; RE in general |
|Has Good Practice And Misconduct=Research Integrity; Research ethics | |Has Good Practice And Misconduct=Research Integrity; Research ethics | ||
}} | }} | ||
Latest revision as of 10:37, 17 July 2023
ResourcesEducation
ENERI Classroom
What is this about?
The ENERI Classroom is an online training and capacity-building platform for research integrity and ethics. The Classroom provides open access to training materials for research integrity and research ethics experts, such as members of research integrity offices and research ethics committees. Most training materials are suitable for online self-learning as well as online or onsite group-learning guided by a facilitator.
The ENERI Classroom addresses four main topics:
- Research integrity
- Research ethics
- Overlapping issues
- Developing infrastructures
Each topic is divided into several learning units so that both learners and teachers can focus on issues they consider particularly important.
The topic research integrity includes learning units on:
- Research integrity boards and codes of conducts
- Research integrity principles
- Violations of research integrity
- Plagiarism
- Authorship
- Peer review
- Dealing with violations and allegations of misconduct
- Whistleblowing and whistleblower protection
- Mentoring for stronger cultures of integrity.
The topic research ethics includes learning units on:
- Research ethics committees: main tasks and challenges
- Core principles of research ethics
- Research involving vulnerable groups
- Research in emergency situations
- Biobanks
- Specific aspects of clinical drug trials
- Ethics review in non-medical fields.
The topic overlapping issues includes learning units on:
- Conflict of interest
- Data protection
- Social responsibility
- Open science
- Mentoring for stronger cultures of integrity.
The topic developing infrastructures describes crucial components of effective research integrity and research ethics infrastructures and provides guidance on what to consider when introducing new elements to existing research integrity and research ethics systems. In this way, the Classroom shows how countries, regions or institutions wishing to improve their research integrity and research ethics infrastructures can address challenges in a systematic manner.
Each learning unit is structured as follows:
- Learning objectives and introduction
- Key issues
- Regulations and guidelines
- Cases & questions
- Resources
Why is this important?
High-quality training of members and staff is an important prerequisite for ensuring that RIOs, RECs and related bodies can perform their tasks competently and thereby help strengthen the science-society nexus and promote ethical research conduct. However, training materials addressing the specific needs of RIOs, RECs and related bodies are scarce and often not openly accessible. The ENERI Classroom helps filling this gap and thus adds an educational component to ongoing initiatives to continuously improve the research integrity and research ethics systems across Europe.
For whom is this important?
Research Integrity OfficersResearch integrity trainersresearch integrity researchersResearch Ethics CommitteesPolicy makersENRIO member organisationsEthics committee members
What are the best practices?
Core parts of the learning pathways are based on case studies because experience has shown that they are particularly suitable to promote knowledge and foster skills conducive to acting ethically and with integrity in research. More specifically, the case studies allow learners to reflect on what they have learned and to apply newly acquired skills to concrete examples. Moreover, learners can assess their knowledge by answering a set of questions and obtaining feedback on their responses via email. Thus, the ENERI Classroom is an interactive and responsive learning platform.
The cases in the resources section on the Embassy as well as the educational scenarios developed by the EnTIRE project that are available in the educational resources section can complement the ENERI Classroom by adding further issues of interest and/or elaborating existing ones.
