What are the best practices? (Has Best Practice)
From The Embassy of Good Science
[
Advance data mining techniques can help identify impact factor manipulation. See [https://link.springer.com/article/10.1007%2Fs11192-016-2144-6 this article]. +
A study analyzed 61 neuroscience journals from 2003 to 2011. The aim was to find out whether there was an increase in publication delay over one decade and whether this phenomenon can increase IFs. The study showed that while for most journals in 2003 the phenomenon of online-to-print lag did not exist, about 50% of the studied journals from 2011 had online-to-print lag greater than 3 months. The lag varied between journals ranging from 0 to 19 months.'"`UNIQ--ref-00000130-QINU`"' There was an increase of lags over one decade, which subsequently raised the journals IF. Moreover, the larger the online-to-print lag, the higher the increase of IF.'"`UNIQ--ref-00000131-QINU`"'
This is why some researchers suggested that the date of the online publication should be used to calculate the IF and not the date of the print publication.'"`UNIQ--ref-00000132-QINU`"''"`UNIQ--ref-00000133-QINU`"' In the fall of 2020 Clarivate Analytics announced that it would make this shift.'"`UNIQ--ref-00000134-QINU`"' This change will help reduce ambiguity and contribute to more transparent calculation of citation metrics.'"`UNIQ--ref-00000135-QINU`"' The 2021 release using 2020 data is planned to be the transition year and the full switch will begin in 2022 using 2021 publication data.'"`UNIQ--ref-00000136-QINU`"' +
An article analyzed bibliometric indicators for nuclear medicine journal. By comparison of Scopus and ISI scientists realised that seven nucelar medicine journals were indexed only on Scopus. By analysing these journals as they were part of ISI database potential IF of those journals was calculated and it put them in 11<sup>th</sup>, 14<sup>th</sup> i 15<sup>th</sup> place of nuclear medicine journal list. This result leads to conclusion that Scopus indexed journals shouldn't be overlooked when conducting quality assesment '"`UNIQ--ref-0000009A-QINU`"'. Another research among ISI and Scopus based on pediatric neurology journals showed that 3 journals were Scopus indexed only. Once again potential IF of three jorunals was calculated and it ranked them 12<sup>th</sup>, 13<sup>th</sup> and 14<sup>th</sup> among pediatric neurology journals. Self-citation doesn't affect SJR, but when it comes to IF self-citation has a great effect on it. When it comes to quality assesment of journal one should be aware of potential errors of IF and get familiar with new bibliometric indicators (such as ES, SJR) for best results '"`UNIQ--ref-0000009B-QINU`"'.
'"`UNIQ--references-0000009C-QINU`"' +
'''Detection'''
Educators are increasingly checking student essays and theses using plagiarism check software.
Publishers can also use similar software to undertake similarity checks on submitted manuscripts against published work and archived submissions. Springer has dedicated a [https://www.springer.com/gp/authors-editors/editors/plagiarism-prevention-with-crosscheck/4238 page] on the prevention of plagiarism.
There are, however, currently no known initiatives for funders to check plagiarism in funding applications. +
The use of card exchange games is an approach used in teaching the philosophy of science. It was developed by Bergquist and Phillips in 1975 and later popularized by Cobern. '"`UNIQ--ref-00000124-QINU`"' The idea of card games is to foster dialogue between participants about statements written on cards, and such games have been effective in improving students’ knowledge.
In the peer review card exchange game, six different domains of peer review are explored by different statements written on cards. Participants can agree or disagree with the statements, but they are asked to discuss them and reach a consensus as a group. The explored domains are: responsiveness, competence, impartiality, confidentiality, constructive criticism and responsibility to science. Participants have to find which cards they all agree on. After that, they participate in a moderated discussion.
'"`UNIQ--references-00000125-QINU`"' +
The regulation of research integrity training for PhD students varies among countries. Some countries oblige RI training at postgraduate level in their national codes, like Denmark in the Danish code of conduct for research integrity. '"`UNIQ--ref-00000212-QINU`"' This code states that research integrity training must be provided by higher education institutions. Similarly, in France the Ministry of Education declared that all PhD students must be trained in research integrity and research ethics before defending their thesis. In some countries, training is provided by both universities and independent research integrity institutions. An example of the latter is Luxembourg where training for PhD students on research ethics and principles of good research practice, is conducted by the University of Luxembourg while the LARI (Luxembourg Agency for Research Integrity), an independent body, offers training for researchers from all career stages. How the training is conducted also differs. LARI offers highly interactive, face to face training, combining traditional and creative methods while the Finnish National Board on Research Integrity (TENK), for example, provides online courses.
'"`UNIQ--references-00000213-QINU`"' +
The best practices include the supervisor creating a relaxed atmosphere, being open to communication and making themselves approachable for students. In that sense, it is useful when supervisors respect the ideas of open science, and share their knowledge and experience with the researcher/student they are supervising. A relaxed, yet professional communication could also be helpful in achieving these goals. If any issues occur, or if a supervised researcher/student makes mistakes, this should be resolved through suggestions and recommendations for improvement, rather than harsh criticism or stressing the student's failures.
Students/early career researchers should be honest in communication and respecftul, while taking the supervisor's comments seriously and accepting criticism as a tool for improvement. +
There is increased recognition that lecturing supervisors about responsible supervision may not be the most useful approach. Below are some innovative examples that integrate responsible research with responsible supervision. This list is far from comprehensive, but should serve as a starting point for exploration of the topic.
First, Whitbeck described a group mentoring approach that was intended to support the discussion of research integrity in supervision. '"`UNIQ--ref-0000014C-QINU`"'Besides, the research group was assisted in grasping the complexity of situations they may encounter that challenge the integrity of their research.
Second, Kalichman & Plemmons have developed a workshop curriculum for supervisors.'"`UNIQ--ref-0000014D-QINU`"' This workshop curriculum is explicitly designed to convey responsible research in the actual research environment, as opposed to a classroom environment that is separated from the lab.
Thirdly, Anne Walsh and Mark Hooper from Queensland University of Technology office of Research Ethics and Integrity are developing a fully online training module that challenges supervisors to reflect on their own supervision and formulate concrete goals to improve their supervision skills, explicitly connected to responsible research.'"`UNIQ--ref-0000014E-QINU`"' Their full training will be released late 2019.
Finally, as part of the Academic Research Climate in Amsterdam project, an interactive training called ''Superb Supervision'' was developed. The training continuously alternates responsible research and soft skill development and participants meet in between to discuss their own dilemmas, see [http://www.amsterdamresearchclimate.nl/superb-supervision/ here].
The [https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/scientific-integrity/dilemma-game Erasmus Dilemma game] lists a variety of example dilemmas from the perspective of the junior researcher as well as from the senior researcher. These example dilemmas may serve as useful conversation starters when discussing responsible supervision.
'"`UNIQ--references-0000014F-QINU`"'
The field of gaming in RCR education is growing. A few examples include ‘‘Grants and Researchers’’, a card game designed to simulate the experience of ethical decision making within the context of academic research. Rules of the game are available [http://youtu.be/L4Jk84HlLN8 here] . Gaming Against Plagiarism (GAP) project developed three games that put the player in the central role of various issues in authorship, misconduct and intellectual property. More information on the games can be found [https://digitalworlds.ufl.edu/research-production/projects/gaming-against-plagiarism-gap/ here]. +
A review from 2010 defines three models of supervision'"`UNIQ--ref-00000158-QINU`"':
*a traditional model, a dyadic relationship between a supervisor and a student;
*a group supervision, in which there is a relationship between a student and a supervisor, as well as a student and other students, and
*a mixed model, which incorporates the two models and adds new technologies, such as online courses and teleconferences.
There is a guide for supervision of doctoral students in healthcare that defines the roles and requirements for a supervisor.'"`UNIQ--ref-00000159-QINU`"' Some of those include clarifying the students’ purpose, understanding the student and their context, guiding them methodologically, intellectually and administratively, facilitating their communication and later on, introducing them to the scholarly community.
'"`UNIQ--references-0000015A-QINU`"' +
The European Code of Conduct (2017) specifies that training is necessary for researchers to improve supervision and mentoring. '"`UNIQ--ref-0000026D-QINU`"' Please click [https://www.embassy.science/resources/the-european-code-of-conduct-for-research-integrity#entry:29:url here] for the European Code of Conduct.
'"`UNIQ--references-0000026E-QINU`"' +
The Taskforce Scientific Integrity from the Erasmus University Rotterdam has made a number of recommendations for use of the game in their institution. One of the recommendations is that the game is used as a part of PhD training, as well as a faculty training session on research integrity.'"`UNIQ--ref-0000020B-QINU`"' The dilemma game has also proved useful beyond its home institution, for example it is used as an exercise in [https://www.ucl.ac.uk/research/integrity/training-accordion/integrity-seminars research integrity seminars] provided by University College London and the PRINTEGER project has listed the dilemma game as one of the [https://printeger.eu/upright/toc/ learning modules] on their platform. As an interactive and educational exercise, the dilemma game is used in training sessions for research integrity trainers by the Horizon 2020 VIRT2UE project.
'''Dilemma game app'''
The developers have been adapting the card game into an app, in order to make the dilemmas not only more accessible, but also more relevant to a rapidly changing research environment and available for different purposes. With this app, researchers and teachers can use it individually, in a classroom game-mode and in a lecture mode, by connecting in a group. Moreover, users are now more regularly confronted with integrity dilemmas through notifications, with new dilemma’s added each month and the invitation to share own research integrity dilemma’s. This app is a great example of an inspiring initiative, since it serves different objectives: it is a usable tool for training purposes, creates ongoing awareness and supports research culture by facilitating discussion.
The dilemma game can be downloaded as an application on [https://play.google.com/store/apps/details?id=nl.eur.dilemmagame&gl=NL Android devices] and [https://apps.apple.com/nl/app/dilemma-game/id1494087665 iOS]. The app has three modes: individual, group and lecture mode, allowing users to interact with the dilemma's in a variety of ways. You can also open the lecture mode in your [https://dilemmagame.eur.nl/ui/ browser], so you can show students the dilemma and their answers.
'"`UNIQ--references-0000020C-QINU`"'
In the late 1990s, a large cross-national survey was conducted with aim of exploring young people’s opinions of their history education in Europe. They had to put themselves into the shoes of a young man or woman from the 15<sup>th</sup> century being forced into marriage and were given six options:
-Refuse because it is inhuman, immoral and illegitimate to force someone to marry without real love;
-Obey because good economy is more important for a family than passionate love between wife and husband;
-Run away to a nunnery or a monastery because religious life is worth more than worldly life;
-Consent because nearly all young people have married in accordance with their parents’ decisions;
-Resist because it is the natural right of any individual to marry for love;
-Obey because rebellion against the parents’ will is a rebellion against the law of God.'"`UNIQ--ref-0000004A-QINU`"'
Respondents’ answers mostly showed their preference for rebellion “in the name of love and natural rights” and difficulties in accepting reasons for obedience (tradition, paternal power, economic reasons) common for 15<sup>th</sup> century mentality.'"`UNIQ--ref-0000004B-QINU`"' Most students were not able to put themselves in the shoes of young people that lived in the 15<sup>th</sup> century because the question presented to them was out of their time and context. If we expect from students to apply empathy, they should have more knowledge about the 15<sup>th</sup> century society and some insights into mentality of the people living in that time. Many students projected their own contemporary opinions, feelings and stereotypes to the 15<sup>th</sup> century young people.'"`UNIQ--ref-0000004C-QINU`"'
Since empathy is something that can be learned and exercised,'"`UNIQ--ref-0000004D-QINU`"' contemporary history curriculums use it as one of the tools for “historical understanding”.'"`UNIQ--ref-0000004E-QINU`"' Several strategies that can be applied in history classroom to develop empathy among students are role-playing, structured debate, narrative-writing concerning issues historical figures confront,'"`UNIQ--ref-0000004F-QINU`"' history simulations, pro-and-con lists, examining films, novels and documentaries that provide “vicarious experiences”'"`UNIQ--ref-00000050-QINU`"' and visits to historical sites.'"`UNIQ--ref-00000051-QINU`"' These strategies can be applied particularly when some issue concerns a group or a nation unpopular with some or all students, or when an issue involves discrimination against a certain group.'"`UNIQ--ref-00000052-QINU`"' It can also help understanding different cultures and improve communication and relations in multicultural societies.'"`UNIQ--ref-00000053-QINU`"'
