Practical Tips (Has Practical Tips)
From The Embassy of Good Science
S
This course is available under request. If you are interested please send an email to: integrity.rcr@gmail.com
The Teacher's guide for all INTEGRITY SPOCs is accessible here: [https://community.embassy.science/t/trainings-and-courses/306 Teacher's Guide SPOC] +
This course is available under request. If you are interested please send an email to: integrity.rcr@gmail.com
The Teacher's guide for all INTEGRITY SPOCs is accessible here: [https://community.embassy.science/t/trainings-and-courses/306 Teacher's Guide SPOC] +
Enrollment is free of charge and accessible here: [https://elearning.elevatehealth.eu/local/orders/land_affiliate.php?as=NAO&cs=H2020INT&s=simple_enrol&pc=6161E8295DEDD42&d=e30%3D&v=8500c898e08d6719e33b6eddfd0e9db1f228c3f8 Enrollment SPOC course - INTEGRITY] +
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].
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.
3. For each type of goodness, discuss with your group what can happen if a type of goodness is not present.
4. Are there forms or types of goodness that are less relevant for research integrity?
4. Are virtues necessary to achieve each type of goodness? +
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:
'''1) Diğer eğitmenlerin eğitilmesi'''
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.
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.
'''2) İkinci yüz yüze oturum'''
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. +
T
'''List of virtues:'''
Honesty; curiosity; attentiveness or observance; perseverance or patience; objectivity; humility to evidence; skepticism; meticulousness; courage; collaboration; resoluteness; accountability; availability; competency; reliability; sincerity; creativity; accountability; punctuality; truthfulness; selflessness; reflexivity; clarity of purpose; collaborative spirit; fairness; loyalty; moderation; positivity/open-mindedness; respectfulness.
'''Handout 1'''
'''FOR THE INDIVIDUAL PART OF THE EXERCISE'''
a. Situation & specific virtue at stake
Recall a specific situation in your own research practice in which you had concerns about research integrity (or a virtue related to research integrity such as honesty, reliability, accountability). It should be a situation in which you were morally in doubt how you, as researcher, should behave. Which specific virtue is at stake in your situation?
b. Draw the continuum of your selected virtue
In order to decide which behavior follows from the specific virtue, a balancing act is always required between two extreme positions (or vices): too little of the behavior related to the specific virtue and too much of the behavior related to of the specific virtue. To reflect on this for yourself in your specific situation, imagine a continuum of your selected virtue:
1.Behavior A. (virtue is too weak) 2. Middle Position Behavior. 3. Behavior B. (virtue is too strong)
1.‘Right end: What would you do if too much of the behavior related to the specific virtue characterized your action?
2. Left end: What would you do if too little of the behavior related to the specific virtue characterized your action?
3. Middle position: What would you do if you demonstrated the right behavior, which perfectly represents the specific virtue in that situation.
An example of this continuum could be:
‘Imagine a situation in which your supervisor claims to be the first author on a paper you wrote. Depending on the person you are, and the specific characteristics of the situation, reckless behavior could be that you start to complain about this claim from your supervisor in the local media and that you threaten to quit your job. Cowardly behavior could be that you say nothing and just do what the supervisor asks. Courageous behavior, representing the middle position between the vices of recklessness and cowardice, could entail asking for a meeting between you and other supervisors to discuss your moral dilemma, referring to the Vancouver author guidelines.’
cowardice behavior ------------------ courage behavior------------------------ reckless behavior
'''Handout 2'''
'''FOR THE SUBGROUP PART OF THE EXERCISE'''
According to your viewpoint, which virtue is at stake in the presented situation of the chosen case presenter?
Describe your own three kinds of behavior in the situation of the chosen case presenter
#‘Right end: What would you do if too much of the behavior related to the specific virtue characterized your action?
#Left end: What would you do if too little of the behavior related to the specific virtue characterized your action?
#Middle position: What would you do if you demonstrated the right behavior which perfectly represents your specific virtue in that situation?
'"`UNIQ--references-00000179-QINU`"'
'''List of virtues:'''
Honesty; curiosity; attentiveness or observance; perseverance or patience; objectivity; humility to evidence; skepticism; meticulousness; courage; collaboration; resoluteness; accountability; availability; competency; reliability; sincerity; creativity; accountability; punctuality; truthfulness; selflessness; reflexivity; clarity of purpose; collaborative spirit; fairness; loyalty; moderation; positivity/open-mindedness; respectfulness.
'''Handout 1'''
'''FOR THE INDIVIDUAL PART OF THE EXERCISE'''
a. Situation & specific virtue at stake
Recall a specific situation in your own research practice in which you had concerns about research integrity (or a virtue related to research integrity such as honesty, reliability, accountability). It should be a situation in which you were morally in doubt how you, as researcher, should behave. Which specific virtue is at stake in your situation?
b. Draw the continuum of your selected virtue
In order to decide which behavior follows from the specific virtue, a balancing act is always required between two extreme positions (or vices): too little of the behavior related to the specific virtue and too much of the behavior related to of the specific virtue. To reflect on this for yourself in your specific situation, imagine a continuum of your selected virtue:
1.Behavior A. (virtue is too weak) 2. Middle Position Behavior. 3. Behavior B. (virtue is too strong)
1.‘Right end: What would you do if too much of the behavior related to the specific virtue characterized your action?
2. Left end: What would you do if too little of the behavior related to the specific virtue characterized your action?
3. Middle position: What would you do if you demonstrated the right behavior, which perfectly represents the specific virtue in that situation.
An example of this continuum could be:
‘Imagine a situation in which your supervisor claims to be the first author on a paper you wrote. Depending on the person you are, and the specific characteristics of the situation, reckless behavior could be that you start to complain about this claim from your supervisor in the local media and that you threaten to quit your job. Cowardly behavior could be that you say nothing and just do what the supervisor asks. Courageous behavior, representing the middle position between the vices of recklessness and cowardice, could entail asking for a meeting between you and other supervisors to discuss your moral dilemma, referring to the Vancouver author guidelines.’
cowardice behavior ------------------ courage behavior------------------------ reckless behavior
'''Handout 2'''
'''FOR THE SUBGROUP PART OF THE EXERCISE'''
According to your viewpoint, which virtue is at stake in the presented situation of the chosen case presenter?
Describe your own three kinds of behavior in the situation of the chosen case presenter
#‘Right end: What would you do if too much of the behavior related to the specific virtue characterized your action?
#Left end: What would you do if too little of the behavior related to the specific virtue characterized your action?
#Middle position: What would you do if you demonstrated the right behavior which perfectly represents your specific virtue in that situation?
U
We recommend that trainers and teachers define the needs and skill level of the group to be trained before selecting the material to be used. This is due to the fact that the career stage often does not reflect the level of skills and competences in terms of research ethics and integrity. +
We recommend that trainers and teachers define the needs and skill level of the group to be trained before selecting the material to be used. This is due to the fact that the career stage often does not reflect the level of skills and competences in terms of research ethics and integrity. +
'''Oyunun oynanması'''
1. İlk katılımcı ikilemi sesli bir şekilde okur.
2. Her bir katılımcı, belirtilen dört alternatif eylem tarzından kendi tercihini en iyi yansıtanı seçer.
3. Her bir katılımcı bir tercih seçer ve ilgili tercih kartını, kartın arka yüzü yukarıda kalacak şekilde masanın üzerine koyar. (Tercih kartlarının arka yüzleri yukarıda kalacak şekilde konulması katılımcıların bağımsız bir tercih yapmasını sağlayacaktır.)
4. Grubun büyüklüğüne bağlı olarak her bir katılımcı sırayla eğitimin yapıldığı salonun kendi tercihini temsil eden köşesine geçerek ya da tercih kartının ön yüzünü çevirerek kendi tercih ettiği eylem tarzını açıklar.
5. Katılımcılar, bireysel tercihler üzerine bir diyalog yürütür ve bunu yaparken toplumsal olarak kabul gören, meşru sayılan yanıtlardan kaçınarak kendi özgün fikirlerini beyan ederler.
6. Nihai bir karara varılmadan önce grup bir fikir birliğine ulaşmaya çalışır. Bu aşamada katılımcıların alternatif eylem tarzları önermesine müsaade edilir.
7. Katılımcılar, seçilen ikilemle ilişkili olarak ECOC’ta belirtilmiş olan prensip ve erdemler üzerine fikir yürütebilmek amacıyla aşağıdaki tabloları doldurur. +
Bu alıştırma hem büyük gruplar içerisinde hem de birkaç küçük grup ile kullanılmaya uygundur. Oyunu büyük gruplar halinde oynamanın genellikle daha eğlenceli olduğunu aklınızda bulundurun. Eğer oyunu katılımcılar arasında bağ kurmak için kullanmak isterseniz tercihiniz bu yönde olabilir. Gerçek uygulamaya geçmeden önce lütfen oluşturacağınız grupların homojen özellikler mi yoksa heterojen özellikler mi göstereceği üzerine düşünün. Homojen gruplar oluşturmak, farklı kültürel arka planların yaratacağı iletişim sorunlarını ortadan kaldırırken heterojen gruplar oluşturmak farklı bakış açılarına alan açılmasını sağlayacaktır.
Tek bir büyük grup ile çalışmayı tercih ederseniz ve alıştırmayı yüz yüze gerçekleştiriyorsanız, oyunu oynadığınız salonun köşelerini dört farklı eylem tarzını (A, B, C ve D) temsil edecek şekilde kullanmayı düşünebilirsiniz. Bu durumda herkesten ayağa kalkıp seçtikleri tercihi temsil eden köşeye gitmelerini isteyebilirsiniz. Bunu yaptığınızda eğitmen olarak grup tartışmalarını yönetirken aktif olmanız gerekecektir. Salonun köşelerinden bu şekilde faydalanmak katılımcıların kendi vücutlarını kullanmalarına izin verecek ve böylelikle duyguların ifade edilmesi için alan açılmış olacaktır.
Alıştırmayı küçük gruplar içerisinde gerçekleştirmeyi tercih etmeniz durumunda lütfen bütün gruplara aynı ikilemi verdiğinizden emin olun. Bu sayede tüm grupların ulaştığı sonuçların toplu olarak tartışılması mümkün olacaktır. +
V
<span lang="EN-GB">The Scenario-Building Training can be carried out individually or in groups. However, it provides the most valuable insights into the practical application of a given recommendation when a group of interested stakeholders (minimum 2–5 people) from the same organisation, or working on the same trust-in-science issue, jointly reflect on the key enabling and hindering conditions at the macro (socio-political), meso (organisational), and micro (individual) levels. The maximum duration refers to the time required for such a group to complete all steps and assess the most important underlying conditions across the three scenarios.</span>
<span lang="EN-GB">For individual work, we recommend first reflecting on the most feasible scenario. This may generate new ideas about the most relevant enabling factors for achieving better results, as well as the most serious risks and barriers that could prevent feasible implementation of the recommendation in your context. The final step is particularly important in individual work: your results should be reviewed by another person, preferably from a different professional or scientific background but with the same level of knowledge of the trust-in-science issue. If you still have doubts about certain steps of the Scenario-Building Training after reading the step-by-step guide below, we recommend consulting the seven examples developed during the VERITY Scenario-Building Workshop on 27 March 2025.</span> +
Ideally, trainees should participate in both face-to-face meetings, practice the five exercises in the interim period between the meetings, and train ten further researchers afterwards. However, this structure can be adapted (if necessary) as follows:
'''1) Training other trainers'''
The training of ten further researchers can be completed during or after the duration of the program and needs to encompass all five exercises. Trainees can decide to either train the ten researchers to also become trainers or as regular course participants. In the former case the training needs to cover the didactical aspects of the program, whereas in the latter case this is not necessary.
If they feel confident about their skills, trainees can already train ten further researchers during the interim period between the face-to-face meetings, rather than only practicing the exercises. For didactical reasons it is recommend to first practice the exercises before organizing a full training, yet the decision is up to trainees.
'''2) Second face to face meeting'''
The second face-to-face meeting can be replaced by a writing exercise, peer coaching and/or a video conference if attending is organizationally infeasible or prohibitively costly for a trainee. Trainees need to provide compelling reasons if they would like to be exempted from taking part in the second face to face meeting. +
There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.
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). +
There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.
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. +
You can use the following instruction to help participants reflect on their own cases. These handouts are also included in the instructions for trainees.
'''Form for case reflection'''
'''Instructions'''
Think about one situation from your professional life in which you experienced a kind of moral doubt about what to do.
It could be a situation in which you had to face a dilemma and found yourself wondering should I do A or B? Both options might have had undesirable consequences but nevertheless, you had to act and decide what to do.
The purpose of this exercise is to invite you to reflect on your personal experience as a researcher. Please note that not all the cases will be discussed during the exercise. The facilitator will contact you if your case has been selected for discussion during the exercise.
All the cases will be destroyed after the training. Also, if you want you can contact your trainer and ask him to distribute and sign a confidentiality statement.
'"`UNIQ--nowiki-000002E2-QINU`"'
'''Hand out step five'''
'''Examples of virtues'''<sup>2</sup>''':'''
Resoluteness; Accountability; Availability; Competency; Patience; Perseverance; Reliability; Sincerity; Creativity; Honesty; Objectivity; Humility; Accountability, Punctuality, Trustworthiness/truthfulness, Selflessness; Reflexivity; Clarity of purpose; Collaborative spirit; Fairness; Loyalty; Moderation; Positivity; Respectfulness.
'''Pre-filled example table:'''<br />
{| class="wikitable" border="1" cellspacing="0" cellpadding="0" width="615"
| width="171" valign="top"|'''Name'''
| width="167" valign="top"|'''Virtue'''
| width="276" valign="top"|'''Norm/action'''
|-
| rowspan="2" width="171" valign="top"|Louise
| width="167" valign="top"|Honesty
| width="276" valign="top"|I should credit all the contributors
|-
| width="167" valign="top"|Courage
| width="276" valign="top"|I should talk to my supervisor
|-
| width="171" valign="top"|Ben
| width="167" valign="top"|Reliability
| width="276" valign="top"|I should do exactly what I promised to my colleague.
|}
'"`UNIQ--references-000002E3-QINU`"'
'''Handout 1 '''
'''Case reflection - Instructions '''
Think about one situation from your professional life in which you experienced a kind of moral doubt about what to do.
It could be a situation in which you had to face a dilemma and found yourself wondering should I do A or B? Both options might have had undesirable consequences but nevertheless, you had to act and decide what to do.
The purpose of this exercise is to invite you to reflect on your personal experience as a researcher. Please note that not all the cases will be discussed during the exercise. The facilitator will contact you if your case has been selected for discussion during the exercise.
All the cases will be destroyed after the training. Also, if you want you can contact your trainer and ask him to distribute and sign a confidentiality statement.
'"`UNIQ--nowiki-000002DE-QINU`"'
'''Handout 2 '''
'''Virtues and norms table'''
'''Examples of virtues:'''
Resoluteness; Accountability; Availability; Competency; Patience; Perseverance; Reliability; Sincerity; Creativity; Honesty; Objectivity; Humility; Accountability, Punctuality, Trustworthiness/truthfulness, Selflessness; Reflexivity; Clarity of purpose; Collaborative spirit; Fairness; Loyalty; Moderation; Positivity; Respectfulness.'"`UNIQ--references-000002DF-QINU`"'Pre-filled example table:
{| class="sortable" border="1" cellspacing="0" cellpadding="0" width="615"
| width="171" valign="top"|'''Name'''
| width="167" valign="top"|'''Virtue'''
| width="276" valign="top"|'''Norm/action'''
|-
| rowspan="2" width="171" valign="top"|Louise
| width="167" valign="top"|Honesty
| width="276" valign="top"|I should credit all the contributors
|-
| width="167" valign="top"|Courage
| width="276" valign="top"|I should talk to my supervisor
|-
| width="171" valign="top"|Ben
| width="167" valign="top"|Reliability
| width="276" valign="top"|I should do exactly what I promised to my colleague.
|} +
W
'''Handout 1: Formular für Fallreflexion'''
Übung (individuell): Eine zweifelhafte Situation
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.
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.
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.
'''Handout 2: Wert/Tugend und Norm - Tabelle'''
Übung: Perspektivwechsel
'''A)''' '''Wert''': Welcher Wert oder welche Tugend wäre für dich wichtig, um eine Entscheidung zu treffen?
'''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.)
Ausgefüllte Beispieltabelle:
{| class="wikitable" border="1" cellspacing="0" cellpadding="0"
| width="113" valign="top"|'''Perspektive'''
| width="123" valign="top"|'''Wert / Tugend'''
| width="368" valign="top"|'''Norm / Handlung'''
|-
| rowspan="2" width="113" valign="top"|Louise
| width="123" valign="top"|Ehrlichkeit
| width="368" valign="top"|Ich sollte alle Beteiligten in meinem Manuskript nennen.
|-
| width="123" valign="top"|Mut
| width="368" valign="top"|Ich sollte mit meinem/meiner Betreuer:in sprechen.
|-
| width="113" valign="top"|Ben
| width="123" valign="top"|Verlässlichkeit
| width="368" valign="top"|Ich sollte genau das tun, was ich meinen Kolleg:innen versprochen hatte.
|}
Ö
Alt gruplar içerisinde fikir yürütme ve yorumlamayı teşvik etmek için aşağıdaki soruları kullanabilirsiniz:
#Öz beyan formunda iyilik türleri ile ilgili olarak yazdıklarınızı grupla paylaşın. Bir iyilik türü için verdiğiniz örneğin neden o tür için uygun olduğunu düşündüğünüzü açıklayın. Gruptaki arkadaşlarınızın size soru sormasına müsaade edin.
#Her bir iyilik türü için, eğer o iyilik türü mevcut olmazsa neler yaşanabileceğini grup içinde tartışın.
#Araştırma doğruluğuyla görece daha az ilgili olduğunu düşündüğünüz iyilik şekilleri/ türleri var mı?
#Erdemler bütün iyilik türlerine ulaşabilmek için gerekli midir? +
‘
Read the description of the general approach of this workshop.
The debate and dialogue exercise of VIRT2UE is suitable to this fragment. See the description of the steps. +
