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
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<span lang="EN-US">TIER2 brings a unique combination of skills and perspectives, consisting of eleven partners from seven countries, well spread across Europe. The partner organisations all bring a wealth of expertise and experience regarding the target communities (computer science, life science, social science), research culture reform, technical aspects of infrastructure and services, as well as expertise in social sciences and humanities, and gender aspects of R&I. </span>
==[https://irise-project.eu/ iRise]==
[[File:IRISE .png|thumb]]
iRise aims to deepen understanding of reproducibility drivers, evaluate their effectiveness and provide concrete solutions to enhance scientific evidence.
Their direct objectives are:
- Develop working definitions and a general framework for diagnosing and addressing reproducibility problems, define costs, benefits and opportunities, and assess the utility of theoretical evidence in forecasting the success of interventions.
- Perform scoping and systematic reviews to identify and evaluate existing interventions to improve reproducibility.
- Explore the interface between reproducibility and research culture, and in particular considerations and mainstreaming of equity, diversity, and inclusion (EDI).
- Consult and engage key stakeholder groups in prioritising practices and practical tool development for adoption to increase reproducibility.
- Test efficacy and feasibility of specific interventions to increase reproducibility.
==[https://osiris4r.eu/ OSIRIS]==
[[File:OSIRIS .png|thumb]]
Open Science to Increase Reproducibility in Science (OSIRIS) aims to facilitate the shift by systematically gathering knowledge on the underlying drivers, testing effective evidence-based solutions, identifying incentives for reproducibility by stakeholders, and embedding reproducibility in research design. +
In this step, you can learn to edit any theme page on the Embassy. Click the video to learn how.
<div class="video-button" data-href="https://www.youtube.com/embed/-DX1TfHjXc4">
<span class="video-button-label">Editing Theme Pages</span>
<span class="video-button-duration">1:01 min</span>
</div> +
[[File:A pair of eyes.png|center|frameless|600x600px]]
For most people, the ultimate proof that something is true is to see it for themselves. But how reliable are your observations? In the following pages, we will consider three potential influencing factors:
*The sense perception of the observer
*The impacts of the observer
*The viewpoint of the observer +
The second type of resource that you can add to the Embassy are cases. Cases of the relevant kind are real or hypothetical scenarios that illustrate an issue related to research integrity and ethics. Your case should provide a detailed account of the situation, and and highlight the central issues and any ethical dilemmas faced, as well as possible resolutions.
Cases are meant to facilitate reflection on what it is to be a good researcher in practice, to think about what went right or wrong, and to explore alternatives, so that we as researchers can learn from our own and each other's mistakes. After all, how can we become better researchers if we never think about what went wrong?
To add a case, you need:
*A Title
*Some text in the "What is this about?" box
*Some selections in the "For whom is this important?" box
*A URL to the case in the "Link" box
For some inspiration, check out other [https://embassy.science/wiki/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases cases]. +
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Biobanks collect a variety of biological samples, each serving specific research purposes. +
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Professor Smith is very excited about this proposal, and looking forward to getting started on the research once the study has ethics approval. She feels that by going for dual approval from both her own and Dr Jones’ institution, the team have covered all necessary requirements for ethics approval. However, she hears that two podcasters have got hold of some information about the project and are raising concerns about ethics dumping issues. Please listen to Brad and Janet’s podcast and see if you agree with them.
What do you think about the points made by Brad and Janet? Do you think that the issues they raised are valid? Do you have any concerns about the proposal that they didn’t mention? Take a few moments to think this through before moving on to the next screen. +
[[File:M4.png|center|frameless|600x600px]]
'''Social Justice In Research Ethics Codes''' +
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The identification of ethics codes and guidelines that are relevant to your research is vital from the earliest stages of conceptualising and designing your study. As a researcher, you
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will need to find out which codes and guidelines apply to your research. A good starting point is to find out which of your institutional codes and processes are relevant. We also strongly recommend that you check the professional, national and international requirements that apply generally to your field of research and specifically to any studies that you are involved in.
You can seek advice from your institution’s research ethics committee and/or your supervisors or colleagues in the wider research team if you have any doubts about which ethics codes and guidelines are relevant to your research.
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AI systems are built through a process that involves several key steps.
Building AI systems is an iterative process, that involves ongoing refinement and improvement to keep up with evolving requirements and challenges.
Additionally, advancements in research and technology may prompt updates to models and algorithms. +
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<div>
Question: As a member of the research ethics committee, what is your first impression of this proposal? Do you think that you would approve this project?
'''Feedback'''
On what did you base your decision? If you answered ‘yes’, is it because you think there aren’t any potential ethics issues, or that they are addressed adequately in the proposal?
If you answered ‘no’ or ‘I don’t know’, is it because you would need more information before you could approve? Is it because there are aspects of the proposal that you don’t understand?
With complex proposals like this, it is normally advisable to seek more information before reaching a decision unless the researchers have already addressed all relevant points that are in the document The use of XR technologies in research: A checklist for research ethics committees. Research ethics committee members might also do their own research about the topic or seek expert advice if there is insufficient technical knowledge and experience amongst the committee members.<div>
</div></div><div><div></div></div> +
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).''
''The executive board has asked to gather a group of experts from different perspectives to look at this situation and to provide them with advice. These experts are invited to have a dialogue and to learn more from each other’s perspectives.'' +
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).''
''The executive board has asked to gather a group of experts from different perspectives to look at this situation and to provide them with advice. These experts are invited to have a dialogue and to learn more from each other’s perspectives.'' +
<span lang="EN-US">Discuss core ethical concepts related to gene editing, applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. For more engagement, you can ask participants to select one of the following topics and focus on it in depth:</span>
'''A) <span lang="EN-US">Gene editing in embryos→</span>''' <span lang="EN-US">key concepts: moral status of embryos, human enhancement, risk/benefit, autonomy and beneficence. Resources:</span>
#<span lang="EN-US">Matching exercise on gene editing in human embryos and its associated ethical issues: [https://classroom.eneri.eu/node/310 <u>Germline Gene Editing.</u>]</span>
#<span lang="EN-US">Explanation of germline gene editing: [https://classroom.eneri.eu/node/310 <u>Germline Gene Editing.</u>]</span>
#<span lang="EN-US">Explanation of gene editing in human embryos: [https://classroom.eneri.eu/node/311 <u>Gene Editing And Human Embryos</u>]</span>
'''B) <span lang="EN-US">Gene editing justice and equality→</span>''' <span lang="EN-US">key concepts: risk/benefits ratio, costs/benefits of gene therapy, patents gains, global considerations, medical need vs. human enhancement, socioeconomic inequalities, inclusion and stigma of people with disabilities.</span><div>
#<span lang="EN-US">Introduction to gene editing and equality issues: [https://classroom.eneri.eu/node/314 <u>Gene Editing, Justice, And Equality</u>]</span>
#<span lang="EN-US">Potential benefits and risks of gene editing in terms of justice and equality: [https://classroom.eneri.eu/node/315 <u>Gene Editing, Justice, And Equality cont.</u>]</span>
#<span lang="EN-US">Benefits and financial gains of CRISPR-Cas9: [https://classroom.eneri.eu/node/316 <u>Who Profits Financially From CRISPR-Cas9?</u>]</span>
'''C) <span lang="EN-US">Gene editing, dual use and non-human use→</span>''' <span lang="EN-US">key concepts: dual use, risk/benefit of gene editing, non-human gene editing, environmental impacts, food safety.</span><div>
#<span lang="EN-US">Introduction to gene editing misuses and dual use: [https://classroom.eneri.eu/node/317 <u>Gene Editing, Misuse, And Dual Use</u>]</span>
#<span lang="EN-US">Environmental impacts of gene editing: [https://classroom.eneri.eu/node/318 <u>Ethical Challenges For Non-Human Gene Editing</u>]</span>
#<span lang="EN-US">Overview of the challenges related to agriculture and food safety of gene editing: [https://classroom.eneri.eu/node/319 <u>Food Safety</u>]</span>
#<span lang="EN-US">Gene editing in animals overview and some ethics issues: [https://classroom.eneri.eu/node/321 <u>Gene Editing In Animals</u>] and [https://classroom.eneri.eu/node/322 <u>Gene Editing In Animals cont.</u>]</span>
#
#'''<u><span lang="EN-US">Trainer Tip</span></u><span lang="EN-US">:</span>''' <span lang="EN-US">Use questions to keep the lecture '''dynamic''' and '''engaging'''. Consider takinga break at this point.</span>
</div></div>
<span lang="EN-US">Discuss core ethical concepts related to gene editing, applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. For more engagement, you can ask participants to select one of the following topics and focus on it in depth:</span>
'''A) <span lang="EN-US">Gene editing in embryos→</span>''' <span lang="EN-US">key concepts: moral status of embryos, human enhancement, risk/benefit, autonomy and beneficence. Resources:</span>
#<span lang="EN-US">Matching exercise on gene editing in human embryos and its associated ethical issues: [https://classroom.eneri.eu/node/310 <u>Germline Gene Editing.</u>]</span>
#<span lang="EN-US">Explanation of germline gene editing: [https://classroom.eneri.eu/node/310 <u>Germline Gene Editing.</u>]</span>
#<span lang="EN-US">Explanation of gene editing in human embryos: [https://classroom.eneri.eu/node/311 <u>Gene Editing And Human Embryos</u>]</span>
'''B) <span lang="EN-US">Gene editing justice and equality→</span>''' <span lang="EN-US">key concepts: risk/benefits ratio, costs/benefits of gene therapy, patents gains, global considerations, medical need vs. human enhancement, socioeconomic inequalities, inclusion and stigma of people with disabilities.</span>
<div>
#<span lang="EN-US">Introduction to gene editing and equality issues: [https://classroom.eneri.eu/node/314 <u>Gene Editing, Justice, And Equality</u>]</span>
#<span lang="EN-US">Potential benefits and risks of gene editing in terms of justice and equality: [https://classroom.eneri.eu/node/315 <u>Gene Editing, Justice, And Equality cont.</u>]</span>
#<span lang="EN-US">Benefits and financial gains of CRISPR-Cas9: [https://classroom.eneri.eu/node/316 <u>Who Profits Financially From CRISPR-Cas9?</u>]</span>
'''C) <span lang="EN-US">Gene editing, dual use and non-human use→</span>''' <span lang="EN-US">key concepts: dual use, risk/benefit of gene editing, non-human gene editing, environmental impacts, food safety.</span><div>
#<span lang="EN-US">Introduction to gene editing misuses and dual use: [https://classroom.eneri.eu/node/317 <u>Gene Editing, Misuse, And Dual Use</u>]</span>
#<span lang="EN-US">Environmental impacts of gene editing: [https://classroom.eneri.eu/node/318 <u>Ethical Challenges For Non-Human Gene Editing</u>]</span>
#<span lang="EN-US">Overview of the challenges related to agriculture and food safety of gene editing: [https://classroom.eneri.eu/node/319 <u>Food Safety</u>]</span>
#<span lang="EN-US">Gene editing in animals overview and some ethics issues: [https://classroom.eneri.eu/node/321 <u>Gene Editing In Animals</u>] and [https://classroom.eneri.eu/node/322 <u>Gene Editing In Animals cont.</u>]</span>
</div></div><div></div><div>
'''<u><span lang="EN-US">Trainer Tip</span></u><span lang="EN-US">:</span>''' <span lang="EN-US">Use questions to keep the lecture '''dynamic''' and '''engaging'''. Consider takinga break at this point.</span>
</div>
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> +
<div>
*Share a QR code linking to the evaluation form and online modules for continued learning.
*Thank participants for their contributions and encourage them to apply their insights in their work and spread the word about the irecs modules.
</div> +
During this second mini lecture you can discuss the core ethical issues related to biobanking and applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. You can integrate those in a few PowerPoint slides:<div>
*Slide 1: Show a case on biobanking. For example: [https://classroom.eneri.eu/node/328 <u>The Ebola Outbreak in Sierra Leone</u>]. Before watching the video, encourage trainees to pay attention to ethical concerns.
*Slide 2: Stimulate trainees to share ethical concerns regarding biobanking. You can use one of these guiding questions: ''What ethical concerns did you hear in the video? What did you hear about the informed consent process? What are the consequences of an incomplete consent in relation to biobanking? What did you hear about exploitation? What effect might exploitation have on the local population?''
Collect the ethical issues that arise from the trainees on a (digital) whiteboard. Share suggestions and explanations of the ethical issues by using information from the irecs modules. For example: think of [https://classroom.eneri.eu/node/331 <u>Consent Issues for Children</u>], [https://classroom.eneri.eu/node/332 <u>Personal Data Processing Issues</u>] or [https://classroom.eneri.eu/node/334 <u>Dealing With Incidental Findings</u>]
<u>Trainer tip:</u> connect information you share during the mini lectures with the elements you have seen on the mind maps of the trainees to keep them involved.
</div> +
*Share a QR code linking to the evaluation form and online modules for continued learning.
*
*Thank participants for their contributions and encourage them to apply their insights in their work and spread the word about the irecs modules.
+
