Text (Instruction Step Text)
From The Embassy of Good Science
Describe the actions the user should take to experience the material (including preparation and follow up if any). Write in an active way.
- ⧼SA Foundation Data Type⧽: Text
4
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. +
<span lang="HR">Each image contains at least one inappropriate image duplication. Your task is to find the duplications and click on the overlapping areas.</span> +
In this exercise, you will watch an video depicting a scenario between a research supervisor and a supervisee. You may choose to watch '''either''' this scenario '''or''' one of the other 3 options.
'''Your task:'''
*Watch the video and consider the questions asked at the beginning and the end.
'''Note: upon completion of this task, please advance directly to step 5''' +
Invite the case presenter to describe the case (previously selected) by focusing on why the case is experienced as morally troublesome. You and the group can help the case presenter to formulate the (two sides of) the dilemma (i.e. should I do A or B?). Yet, the case presenter determines what is the right formulation of their dilemma. In this phase try to focus on two alternative courses of action and avoid exploring third options or creative solutions. This helps to bring focus to the dialogue and encourages people not to start looking for a quick solutions or a way out of the dilemmas.
Write down the dilemma and key words describing the case on a flip-chart. +
The below video describes the difference between a debate and a dialogue. Click on the annotations to learn more throughout the video. +
Watch the interactive video below and complete the exercises! +
Watch the interactive video below and complete the exercises! +
Watch the interactive video below and complete the exercises! +
Read the slides below and complete the interactive exercises! +
Watch the interactive video below and complete the exercises! +
Read the slides and complete the exercises below! +
Click the arrow below to learn more about Skewed Research Attention. +
[https://eneri.eu/eneri-classroom/ ENERI Classroom] contains training material exploring research ethics and integrity issues focusing on academics, and research ethics and integrity experts. The research integrity advisory boards, committees handling allegations or working with research integrity policy development, research integrity officers and advisors, research integrity ombudspersons (RIOs), research ethics committees including their members and their secretariats (RECs), and experts and officers in EU-bodies are the main target groups of the training materials and curricula tool. +
'''''Target audience:''' Senior researchers and RERI experts''
The case studies developed by ENERI address themes that [https://classroom.eneri.eu/research-integrity research integrity] and [https://classroom.eneri.eu/research-ethics research ethics] experts deal with as well as [https://classroom.eneri.eu/overlapping-issues comprehensive and overlapping issues] involving both integrity and ethics related considerations. These include: good scientific practice, questionable research practices, research misconduct, responsible authorship, peer review, and whistleblowing, ethics review, the protection of human rights, the safety of clinical trials, informed consent procedures, research with participants unable to consent, and the protection of animals, data management and data protection, open data sharing, open access, transparency, fairness, reliability and credibility, and conflicts of interest. While RECs and RIOs are key actors in facilitating research ethics and integrity, there may be countries that lack infrastructure as well as training opportunities for actors in related key positions. A specific section focusing on the [https://classroom.eneri.eu/node/63 development of proper infrastructure] is also present. +
The case is presented to the group. It is helpful to distribute the case to participants in printed or digital format, allowing them to access it during group work. Please find the case below:
''In a large hospital the executive board is considering purchasing a new AI system called “HealthAI”. HealthAI is designed to assist healthcare professionals in patient diagnoses based on input of personal data from patients (such as lab results, DNA-material and patient history), it also can be used to assist with administrative tasks. However, at national level concerns have been raised regarding the use of HealthAI due to, for example, privacy risks and system errors (false positive diagnosis). At the same time, the healthcare sector is facing an urgent shortage of health personnel as a result of societal challenges (e.g. aging population).'' +
'''''Target audience''': secondary school students, doctoral students and early career researchers, senior academic and RE/RI experts.''
Empowering researchers to behave responsibly in research is at the heart of the [https://h2020integrity.eu/ INTEGRITY] course and each individual module. For this purpose several modules each addressing a different research integrity research ethics topic have been developed.
These are specifically designed for 4 different target audiences:
#[https://h2020integrity.eu/toolkit/tools-high-school-students/teachers-guide-for-secondary-school/ high school students];
#[https://h2020integrity.eu/toolkit/tools-undergraduate-students/integrity-games/ undergraduate students];
#[https://h2020integrity.eu/toolkit/tools-phd-students/ PhD students and]
#[https://h2020integrity.eu/toolkit/tools-researchers-supervisors/ researchers and supervisors].
The training materials are presented alongside a [https://h2020integrity.eu/toolkit/tools-high-school-students/teachers-guide-for-secondary-school/ Teacher Guide] +
The BEYOND Trainer Guide introduces effectiveness measures to help trainers assess whether the training provided is impactful and beneficial. The versatile evaluation tools (developed in WP4) are designed to be applicable to various target groups and compatible with a variety of training activities and resources. Such evaluation measures are often absent in training resources, yet they provide trainers with a valuable mechanism to ensure how effectively training supports learning. Understanding how training facilitates learning and development is necessary in the process of fostering and strengthening integrity in the research community. Provision of training is a necessary component of the overall building of a culture of integrity. Yet training, the effects of which are not monitored, falls short of its potential to mirror the change it contributes to the research community. Therefore, in the orchard approach, learning and development provides important information about the readiness of the community to build a culture of integrity. Evaluating training effectiveness to ensure training programs achieve their intended outcomes is crucial because it connects training investments to tangible results, ensuring that the effort put into developing and delivering training is worthwhile, and for pinpointing further development needs.
Effectiveness of research ethics and integrity (REI) training can be viewed through an established effectiveness framework, which identifies four outcome domains, namely:
1. reactions (participants’ self-assessment),
2. learning (knowledge, content),
3. behaviour (acting in the research community),
4. results (e.g. institutional outcomes).'"`UNIQ--ref-000000D2-QINU`"''"`UNIQ--ref-000000D3-QINU`"'
Evaluating development of ethical competencies should be determined through done as a system to get a more holistic picture. To do this, one can combine different forms of measurement, such as self-assessment and facilitator feedback as well as attitudes and behaviour treats (in tasks that display REI competencies in the research community, like research proposals, ethics sections of theses, articles, etc.). Furthermore, measurement could take place at different time points to gain insight into the learning process, learning outcome, and long-term implications, namely:
• during the training (learning process),
• right after the training – students' and facilitator’s self-reports,
• later as part of another event or course where the display of REI competencies is expected (like RE section in theses and articles, research proposal, evaluation of RE situation in the department, etc.)
It is also important to consider what to do with the results, that is what kind of changes are necessary to improve teaching and/or the environment to build the culture of integrity.
Different tools can be used to collect various learning outputs and analysis instruments can be implemented to analyse the information that has been collected (Table 2) By analysis instruments we mean the taxonomies of learning and application of theoretical models, such as levels of reflection, ethical principles and so on (if data available are mainly in a qualitative format) or statistics and learning analytics (if the data are mainly in quantitative format).
{| class="wikitable"
|+Table 1: Tools and analytical instruments for collecting learning outputs in research ethics and integrity training
!Tool for collecting learning outputs
!Details
!Analysis instrument
|-
|'''''ProLearning'' app'''
|''ProLearning'': [http://www.prolearning.realto.ch/ www.prolearning.realto.ch]
|learning analytics
|-
|'''Engagement app'''
|App under development, [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os form] (for copying and editing)
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Self-Reflection Form/Compass'''
|App under development, [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os form] (for copying and editing)
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Pre-post texts'''
|Collect a short text (e.g. a response to a case or short essay) before the training and after the training
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Learning diaries'''
|Ask learners keep a diary over a certain period, for each submission provide some guiding questions or topics
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Group reports'''
|Ask groups working together to provide a (short) group report (or provide a template with points to work on)
|SOLO taxonomy, content criteria
|-
|'''Group discussions'''
|Monitor the group discussions to evaluate the level of understanding and content discussed (scaffold as appropriate)
|SOLO taxonomy, content criteria
|-
|'''Group dynamics'''
|''CoTrack'' application: https://www.cotrack.website/en/
|learning analytics
|-
|'''Online learning platform'''
|Make use of accumulated authentic learning outputs in the learning platform.
|statistics, SOLO taxonomy, reflection scale, content criteria
|-
|'''Domain-specific/ domain-transcending measure'''
|Use either of the two forms (WP4.2) measuring recognition and exemplifying of ethical issues.
|statistics, SOLO taxonomy, content criteria
|-
|'''Retention check'''
|After a certain time (few weeks/months) ask learners to provide a short text (analysis of a case, short essay on an ethics topic/question). Compare the levels of understanding to another piece collected during or right after the training.
|SOLO taxonomy, content criteria
|-
|'''Vignettes'''
|This can be used for measuring ethical sensitivity in (non-)training context
|statistics, EASM (based on the SOLO taxonomy), content criteria
|-
|'''National surveys'''
|Can be used for analysing training-related content in reports and monitoring the display of REI leadership.
|statistics, REI leadership framework
|}
Evaluation tools can give further insight into the effectiveness of the training and materials proposed. This will help trainers to adjust training content and delivery methods to improve trainees’ learning experience and outcomes. We propose mixing various tools for collecting learning outputs and adjusting them to the intended target groups (thoughout the trainig guide suggestions are provided on which tools would be most suitable for various target groups).
'"`UNIQ--references-000000D4-QINU`"'
The aim of this activity is to invite participants to reflect on their expectations. This is useful both for trainers and participants.
<span lang="EN-US">Trainers can pick between two possible activities:</span>
'''<span lang="EN-US">A) OPTION 1: Mind map activity</span>''' <span lang="EN-US">→ small group activity: in sub-groups participants create a mind map of their current knowledge on the topic.The following steps can support trainers in organizing this activity:</span>
<span lang="EN-US">o Divide participants into subgroups.</span>
<span lang="EN-US">o Provide each group with a digital (or physical) board.</span>
o Ask them to brainstorm and write down the words that come to mind when they think of [the topic of the session].
<span lang="EN-US">o Ask them to divide the terms into:</span>
<span lang="EN-US">§ Topics they want to learn more about.</span>
<span lang="EN-US">§ Topics they are already familiar with.</span>
'''<span lang="EN-US">B) </span>OPTION 2: Learning goals with Mentimeter'''
<span lang="EN-US">o Prepare and share a Mentimeter (or similar tool) with the following question: ''after this session I expect to be able to…''</span>
o Ask participants to submit two goals, project the results and discuss them with the group.<div><div><div><span name="_msocom_1"></span></div></div></div> +
5
The overall goal of the follow up participatory session is to allow trainees to practice the facilitation of the exercises supervised by a trainer, reflect on their experiences with the exercises and on how to use and potentially adapt the training materials in their own particular context. Also, the session is dedicated to answering questions or solving issues that might have arisen for trainees when practicing the exercises in their own work setting. For instance, what facilitated/ impeded learning, how can those impeding factors be worked around or avoided in future trainings, and if reflection sessions supported learners’ learning process. When planning the follow up session you:
a. Plan enough time for practicing the exercises and for answering questions. If you have limited time, give priority to those exercises which trainees need more support with (based on their self-reflection forms). +
Based on your experience and expertise in facilitating and using the face-to-face exercises, you discuss with trainees the competence level and learning needs of the target group they will work with, what are things that the target group would like to discuss more in-depth, and how to implement those issues in the exercise(s).
Take some time to show trainees where they can find the training materials on The Embassy of Good Science. You may also instruct them how they can interact with the community by using the discussion section of the platform, and how they can suggest changes to the training materials. +
