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Quality of research outputs and data sets + (The collection of research data is arguabl … The collection of research data is arguably one of the most challenging aspects of open science practice because it is highly vulnerable to misconduct (Hofmann, 2022). Misconduct related to data collection can be particularly costly to science and society, especially when data is shared open access for reuse and re-analysis. Therefore, it is crucial to ensure that both researchers and citizen scientists share an understanding of data collection standards. These standards ensure that data collected at different institutions and by various researchers are compatible and interoperable, facilitating the integration of datasets. This allows for meaningful reuse, comparisons, re-analysis, and the reproduction of research findings by other scientists. Adherence to data collection standards also contributes to the long-term accessibility of research data. Proper documentation and standardized formats make it easier for future researchers to understand, use, and build upon the data, thereby preserving the scientific record.'''References'''#Hofmann, B. (2022). Open science knowledge production: Addressing epistemological challenges and ethical implications. ''Publications, 10''(3), 24. https://doi.org/10.3390/publications10030024tps://doi.org/10.3390/publications10030024)
Risks to the environment, animals, plants, and ecosystems + (The data collected by citizen scientists a … The data collected by citizen scientists are increasingly used in different fields of scientific research. One of the most prominent examples is animal and plant population monitoring programs. This development brings many '''benefits'''. It is a cost-effective way to gather substantial amounts of data for research purposes that otherwise would be impossible or too expensive to collect. The involvement of citizen scientists in monitoring animal and plant populations could also help improve public understanding of science and promote public engagement in conservation. Additionally, these citizen science projects can inform policies.However, some '''risks''' have to be addressed as well. Publishing information about the location of threatened animal and plant species might inadvertently enable poaching. '''Poaching''' refers to illegal hunting, capturing, or harvesting of wildlife, typically for commercial purposes or personal gain. For example, Soroye et al. point out that "human disturbance or poaching and harvesting are listed as major threats for 57.9% of threatened species reported in iNaturalist" compared with 38% of all Red List threatened species are at risk of these threats. (Soroye et al., 2022) This suggests “that the threatened species reported to iNaturalist disproportionately tend to be threatened by disturbance and harvesting.” (Soroye et al., 2022) Moreover, incentivising non-professional monitoring creates a potential for harm even to the species that are not threatened by poaching as some species can be negatively affected just by disturbance (Quinn, 2021).Citizen scientists can greatly contribute to monitoring threatened species by complementing traditional methods and addressing monitoring gaps. '''To avoid or mitigate''' the above-mentioned risks citizen scientists should be provided with information or trained on species identification and monitoring, citizen science projects should ensure a robust data vetting process and involve threatened species experts, as well as developing plans for data use and security. Some citizen science projects are even directly aimed at fighting against poaching (See this [https://news.mongabay.com/2018/01/crowdsourcing-the-fight-against-poaching-with-the-help-of-remote-cameras/ project in South Africa].)'''References'''#Quinn, A. (2021). Transparency and secrecy in citizen science: Lessons from herping. ''Studies in History and Philosophy of Science Part A'', 85, 208–217. https://doi.org/10.1016/j.shpsa.2020.10.010#Soroye, P. et al. (2022). The risks and rewards of community science for threatened species monitoring. ''Conservation Science and Practice'', 4(9), e12788. https://doi.org/10.1111/csp2.12788e12788. https://doi.org/10.1111/csp2.12788)
Introduction to the BEYOND Trainer Guide + (The ethical conduct of research is crucial … The ethical conduct of research is crucial for maintaining the integrity of science. [https://oir.nih.gov/sourcebook/ethical-conduct/responsible-conduct-research-training Responsible Conduct of Research] (RCR) advances scientific goals, fosters a collaborative research environment, and builds public trust in scientific advances that benefit society. Conversely, unethical research practices such as data fabrication and falsification lead to the dissemination of false hypotheses and unreliable data, which harms the search for valid knowledge. Similarly, plagiarism and harassment undermine respect and trust among researchers, while fraudulent or socially irresponsible research weakens public trust and support for science. [https://oir.nih.gov/sourcebook/ethical-conduct/responsible-conduct-research-training The goals of RCR training] include developing a culture of integrity in science and improving knowledge and awareness about the conduct of research.RCR training and education should be continuous and extend beyond the academic programme throughout a scientist's career. This education can take place in a variety of contexts, such as seminars, workshops, conferences on research ethics and informal mentoring sessions, training courses and laboratory meetings where ethical behaviour and practises are discussed.As described by van den Hoven and colleagues, multiple factors influence research integrity (RI) training (learning objectives), RI learning (learning outcomes), and changes in RI behaviour (learning outcomes).'"`UNIQ--ref-000000CD-QINU`"' Through these, it is possible to promote trustworthy science, responsible research practices, and high integrity/ethical standards. "Training effects" Can be conceptualised through the (intended) impacts of RI training on various performance levels, including individual, institutional, and societal levels.'"`UNIQ--ref-000000CE-QINU`"' Furthermore, the authors distinguish among intended training effects (for example changes in behaviour); training input and output (that is training focus/content and learners orientating themselves towards this content); outcomes (that is, learners change their behaviour); and training impact (manifestation of the outcome, such as decreases in misconduct).[https://nap.nationalacademies.org/read/21896/chapter/15 Effective education in research ethics and integrity aims to achieve several crucial goals.]Defining goals for teaching research integrity and research ethics is crucial to promote and foster responsible research practices and a trustworthy research ecosystem. The main goals to achieve in training RE/RI are related to promoting knowledge (in relation to responsible research practices, norms, and guidelines), skills (in relation to ethical decision-making, problem solving and critical thinking), ‘theoretical’ attitude (in relation to what should be done to foster responsible research) and ‘practical’ behaviour (in relation to how researchers behave in their daily practice).'"`UNIQ--ref-000000CF-QINU`"''"`UNIQ--references-000000D0-QINU`"'NU`"' '"`UNIQ--references-000000D0-QINU`"')
Introduction to the BEYOND Trainer Guide + (The ethical conduct of research is crucial … The ethical conduct of research is crucial for maintaining the integrity of science. [https://oir.nih.gov/sourcebook/ethical-conduct/responsible-conduct-research-training Responsible Conduct of Research] (RCR) advances scientific goals, fosters a collaborative research environment, and builds public trust in scientific advances that benefit society. Conversely, unethical research practices such as data fabrication and falsification lead to the dissemination of false hypotheses and unreliable data, which harms the search for valid knowledge. Similarly, plagiarism and harassment undermine respect and trust among researchers, while fraudulent or socially irresponsible research weakens public trust and support for science. [https://oir.nih.gov/sourcebook/ethical-conduct/responsible-conduct-research-training The goals of RCR training] include developing a culture of integrity in science and improving knowledge and awareness about the conduct of research.RCR training and education should be continuous and extend beyond the academic programme throughout a scientist's career. This education can take place in a variety of contexts, such as seminars, workshops, conferences on research ethics and informal mentoring sessions, training courses and laboratory meetings where ethical behaviour and practises are discussed.As described by van den Hoven and colleagues, multiple factors influence research integrity (RI) training (learning objectives), RI learning (learning outcomes), and changes in RI behaviour (learning outcomes).'"`UNIQ--ref-000000C8-QINU`"' Through these, it is possible to promote trustworthy science, responsible research practices, and high integrity/ethical standards. "Training effects" Can be conceptualised through the (intended) impacts of RI training on various performance levels, including individual, institutional, and societal levels.'"`UNIQ--ref-000000C9-QINU`"' Furthermore, the authors distinguish among intended training effects (for example changes in behaviour); training input and output (that is training focus/content and learners orientating themselves towards this content); outcomes (that is, learners change their behaviour); and training impact (manifestation of the outcome, such as decreases in misconduct).[https://nap.nationalacademies.org/read/21896/chapter/15 Effective education in research ethics and integrity aims to achieve several crucial goals.]Defining goals for teaching research integrity and research ethics is crucial to promote and foster responsible research practices and a trustworthy research ecosystem. The main goals to achieve in training RE/RI are related to promoting knowledge (in relation to responsible research practices, norms, and guidelines), skills (in relation to ethical decision-making, problem solving and critical thinking), ‘theoretical’ attitude (in relation to what should be done to foster responsible research) and ‘practical’ behaviour (in relation to how researchers behave in their daily practice).'"`UNIQ--ref-000000CA-QINU`"''"`UNIQ--references-000000CB-QINU`"'NU`"' '"`UNIQ--references-000000CB-QINU`"')
Modified Dilemma Game + (The exercise is suitable to be used both i … The exercise is suitable to be used both in bigger groups or with several small groups. If you aim for ''more reflection ''in your training, go for small groups. If you would like to ''create awareness'' in participants first, then facilitate the exercise with bigger groups. Please make sure to decide on this beforehand (see '''Practical Tips''' for more instructions).'Practical Tips''' for more instructions).)
04 - Moral Case Deliberation: A Method for Analysing Cases in Research Ethics and Research Integrity + (The fourth step aims to foster a clear und … The fourth step aims to foster a clear understanding of the situation so that participants can ‘put themselves in the shoes’ of the case presenter. Clarification aims to (re)construct as clearly as possible the situation presented by the case presenter in order to investigate the moral dilemma. Within MCD, participants try to answer the dilemma with which the case presenter is faced.ma with which the case presenter is faced.)
Modified Dilemma Game + (The game can be played plenary or you might be assigned to a group by the trainer. If your trainer prefers to assign you to groups, she/he will instruct you on how to proceed.)
Training Initiatives for Research Ethics and Integrity + (The goal of [https://h2020integrity.eu/ IN … The goal of [https://h2020integrity.eu/ INTEGRITY] is to empower students and early career researchers. Rather than focusing on compliance, the project's approach is to develop the capacity of participants to identify, consider, and address integrity concerns in research procedures.integrity concerns in research procedures.)
Training Initiatives for Research Ethics and Integrity + (The goal of [https://h2020integrity.eu/ IN … The goal of [https://h2020integrity.eu/ INTEGRITY] is to empower students and early career researchers. Rather than focusing on compliance, the project's approach is to develop the capacity of participants to identify, consider, and address integrity concerns in research procedures.integrity concerns in research procedures.)
INTEGRITY High School Research Integrity Course + (The goal of this module is to explore and … The goal of this module is to explore and question ethical issues in research using the themes of space science and space exploration. The end goal is not to become a topic expert, but to use space exploration as a vehicle to speculate and question issues around research integrity and research ethics. The themes will be explored using various teaching approaches including a walking debate and a design task which involves building a space habitat. These are designed to challenge students to create, collaborate and question what research integrity looks like in an applied group challenge. looks like in an applied group challenge.)
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) + (The group is divide in subgroups of 3-5 pa … The group is divide in subgroups of 3-5 participants. The groups each pick a different Variety of Goodness that they will start working on. In case there are more Varieties of Goodness than subgroups, the trainer decides together with the participants which Varieties of Goodness will be used. The difficulty of grasping the concept or the similarities between varieties may be taken into account.tween varieties may be taken into account.)
Translate the VIRT2UE guide into your own language + (The link to the instruction "Interim Practice Work" can be found [https://public.3.basecamp.com/p/5PqnuPhVF5EtiYZJ9WCet1PN here].)
Translate the VIRT2UE guide into your own language + (The link to the instruction "Reflecting on experiences and practicing exercises" can be found [https://public.3.basecamp.com/p/am3nj24vLEAHNWQ9Tyg3hp3K here].)
Organizing the training + (The overall goal of the first session is t … The overall goal of the first session is to introduce the five exercises which represent the face-to-face/participatory part of the blended learning training and to prepare trainees to practice facilitating the exercises themselves. When planning the first session you: a. Plan enough time per exercise (minimum 2 h). As a trainer, you will first facilitate the exercises and let the trainees experience them. Then you will describe and explain the knowledge and competencies needed to facilitate the exercise as a trainer. Make time for pauses between the exercises for trainees to relax and reflect. Depending on the time schedule, it may also be necessary to provide food and drinks (or directions to restaurants or stores nearby). b. Provide time to explain what trainees are expected to do in between the first and the follow up participatory sessions . You might consider providing opportunities to collectively reflect on how to plan their training practice and whether it would be necessary to adapt the exercises based on the characteristics of the group of participants they will train in their own work setting they will train in their own work setting)
Organizing the training + (The overall goal of the follow up particip … 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).th (based on their self-reflection forms).)
Responsible Research through supervision, mentoring and working together + (The overarching aim of this learning unit … The overarching aim of this learning unit is to make sure that you can make the most of the conversation with your supervisor/ mentor.Having a conversation with your supervisor or mentor on RCR challenges is one way to take responsibility for Responsible Conduct of Research. In line with the positive approach of this course, the idea is not to criticize anyone. On the contrary, the aim is to provide a platform for a constructive conversation. You could ask questions, check mutual expectations, share thoughts about RCR challenges that might occur, and how you could face them together, et cetera. Below you will find an overview of the content of this learning unit.[[File:Unit 4.png|center|frame]][[File:Unit 4.png|center|frame]])
04 - Moral Case Deliberation: A Method for Analysing Cases in Research Ethics and Research Integrity + (The participants make a list of the releva … The participants make a list of the relevant stakeholder perspectives, and, for each perspective, identify the values related to the dilemma and the possible actions that realize a specific value (we call this value a ‘norm’). The analysis of the perspective of the case presenter will lead to the identification of values and norms that support or undermine different options.at support or undermine different options.)
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) + (The participants move clockwise to the nex … The participants move clockwise to the next flip-over sheet*, so each subgroup now works on another Variety of Goodness. First they read what the previous group wrote down (or drew) on the sheet. They can augment on it, or ask questions to the other group in case they don't fully understand what's on the sheet.Their task now is to link the Code of Conduct to the Variety of Goodness. Looking at the work of the previous group can help them to identify the relevant paragraphs.'"`UNIQ--nowiki-00000004-QINU`"'depending on the logistics in the room, you can also chose to let the subgroups stay at their table and move around the flip-over sheets.able and move around the flip-over sheets.)
Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience + (The professionalization of research integr … The professionalization of research integrity and ethics trainers is crucial for ensuring high-quality, consistent, and impactful education that fosters a culture of ethical research practices and responsible scientific conduct. The [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]] project designed a Train-the-Trainer training programme with a virtue ethics approach to Ethics and Research Integrity. The VIRT2UE training programme takes a blended learning approach and consists of four components: 1) online course (consisting of 4 modules, addressing [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|introduction to research integrity]], [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|introduction of virtue ethics to research integrity]], [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|virtue ethics under current research conditions]] and [[Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2|supervision and mentorship practices]], [[Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3|preparatory readings]] and [[Instruction:17705907-d9b2-4f33-bc4f-088d84b4d971|preparatory watching]]; 2) two consecutive participatory session (during which participants experience five participatory exercises) : [[Instruction:Ac206152-effd-475b-b8cd-7e5861cb65aa|Debate and Dialogue]], [[Instruction:747f4d61-3c97-4c4b-acd9-4d69c95f134b|Virtues and Norms]], [[Instruction:522ba3d0-9f26-41d5-9ecf-b4c88214887c|The Middle Position]], the [[Instruction:A0dd2e82-52e7-4030-a396-54525630e75c|Modified Dilemma Game]], and the [[Instruction:64cb2917-6ee4-44ca-ad3b-b998bc6786ea|Self-Declaration Approach]]; 3) [[Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad|interim practice]] work (during which trainers in training go back to their institution practice with the exercises and reflect on their own teaching practices by means of guided self-reflection) and 4) follow up participatory [[Instruction:59a94bad-0356-4141-aecc-0dae37f1a40b|group/reflection section]], in which future trainers can reflect on the experience, learn about teaching strategies and reflect on their own teaching style and audience. The train-the-trainer program developed precise instructions for trainers on how to prepare, organize and facilitate the section. These instructions can be found by clicking on the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|trainer tab]] on the training webpage.[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|trainer tab]] on the training webpage.)
Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience + (The professionalization of research integr … The professionalization of research integrity and ethics trainers is crucial for ensuring high-quality, consistent, and impactful education that fosters a culture of ethical research practices and responsible scientific conduct. The [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]] project designed a Train-the-Trainer training programme with a virtue ethics approach to Ethics and Research Integrity. The VIRT2UE training programme takes a blended learning approach and consists of four components: 1) online course (consisting of 4 modules, addressing [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|introduction to research integrity]], [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|introduction of virtue ethics to research integrity]], [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|virtue ethics under current research conditions]] and [[Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2|supervision and mentorship practices]], [[Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3|preparatory readings]] and [[Instruction:17705907-d9b2-4f33-bc4f-088d84b4d971|preparatory watching]]; 2) two consecutive participatory session (during which participants experience five participatory exercises) : [[Instruction:Ac206152-effd-475b-b8cd-7e5861cb65aa|Debate and Dialogue]], [[Instruction:747f4d61-3c97-4c4b-acd9-4d69c95f134b|Virtues and Norms]], [[Instruction:522ba3d0-9f26-41d5-9ecf-b4c88214887c|The Middle Position]], the [[Instruction:A0dd2e82-52e7-4030-a396-54525630e75c|Modified Dilemma Game]], and the [[Instruction:64cb2917-6ee4-44ca-ad3b-b998bc6786ea|Self-Declaration Approach]]; 3) [[Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad|interim practice]] work (during which trainers in training go back to their institution practice with the exercises and reflect on their own teaching practices by means of guided self-reflection) and 4) follow up participatory [[Instruction:59a94bad-0356-4141-aecc-0dae37f1a40b|group/reflection section]], in which future trainers can reflect on the experience, learn about teaching strategies and reflect on their own teaching style and audience. The train-the-trainer program developed precise instructions for trainers on how to prepare, organize and facilitate the section. These instructions can be found by clicking on the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|trainer tab]] on the training webpage.[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|trainer tab]] on the training webpage.)
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) + (The same exercise as in round 3 can be repeated with the next group. The number of rounds is dependent of the number of subgroups and the time available.)
Using Different Learning Taxonomies + (The taxonomy of Significant Learning or th … The taxonomy of Significant Learning or the Fink’s taxonomy is a non-hierarchical system that helps trainers devise learning outcomes to support deep learning. No dimension is considered more important than the other and within the course various aspects should be present.'"`UNIQ--ref-0000005E-QINU`"' Thus, this taxonomy provides an alternative frame for devising learning objectives for training. The fact that this taxonomy emphasises care and empathy makes it very suitable for training on ethics and integrity. The following is a short overview of the various dimensions:''Foundational knowledge''This dimension focuses on content knowledge and includes recalling and understanding of information and ideas.''Application''Here the learner demonstrates skills – they can be related to the use of knowledge or include skills necessary to interact in the subject, e.g. critical and creative thinking, decision-making, solving problems etc. For example, using the steps of ethical analysis to solve a situation involving an integrity-related challenge.''Integration''In this dimension the learner perceives connections between various ideas, disciplines, and experiences. It includes relating various ideas to each other, comparing, contrasting ideas and examples, and so on. For example, in solving an ethical issue, different ethical theoretical viewpoints may lead to diverse actions and solutions. Recognising how for example a virtue ethical approach may lead to a different solution than reasoning based on utilitarianism may be an expression of integration.''Human dimension''Learners learn with others, and they gain new understanding of themselves as well as others and alsoin the learning process. They recognise how people influence each other. Understanding how to respectfully work together for the greater good is an example of how the human dimension materialises positively in practice.''Caring''The caring dimension includes an affective stance and involves change in a learner. The learners start to see the reason to care about a topic, they gain new interests, feelings and values about the subject. Empathy and an ethics of care are values compatible with caring.''Learning to learn''In this dimension the learner understands that it is not only the outcome of learning that matters but also the process is important. This dimension includes guiding one’s learning for instance by inquiry, reflection and self-assessment. The role of reflection has been emphasised as a key activity in learning and individual development.'"`UNIQ--ref-0000005F-QINU`"' '"`UNIQ--references-00000060-QINU`"'U`"' '"`UNIQ--references-00000060-QINU`"')
Using Different Learning Taxonomies + (The taxonomy of Significant Learning or th … The taxonomy of Significant Learning or the Fink’s taxonomy is a non-hierarchical system that helps trainers devise learning outcomes to support deep learning. No dimension is considered more important than the other and within the course various aspects should be present.'"`UNIQ--ref-00000082-QINU`"' Thus, this taxonomy provides an alternative frame for devising learning objectives for training. The fact that this taxonomy emphasises care and empathy makes it very suitable for training on ethics and integrity. The following is a short overview of the various dimensions:''Foundational knowledge''This dimension focuses on content knowledge and includes recalling and understanding of information and ideas.''Application''Here the learner demonstrates skills – they can be related to the use of knowledge or include skills necessary to interact in the subject, e.g. critical and creative thinking, decision-making, solving problems etc. For example, using the steps of ethical analysis to solve a situation involving an integrity-related challenge.''Integration''In this dimension the learner perceives connections between various ideas, disciplines, and experiences. It includes relating various ideas to each other, comparing, contrasting ideas and examples, and so on. For example, in solving an ethical issue, different ethical theoretical viewpoints may lead to diverse actions and solutions. Recognising how for example a virtue ethical approach may lead to a different solution than reasoning based on utilitarianism may be an expression of integration.''Human dimension''Learners learn with others, and they gain new understanding of themselves as well as others and alsoin the learning process. They recognise how people influence each other. Understanding how to respectfully work together for the greater good is an example of how the human dimension materialises positively in practice.''Caring''The caring dimension includes an affective stance and involves change in a learner. The learners start to see the reason to care about a topic, they gain new interests, feelings and values about the subject. Empathy and an ethics of care are values compatible with caring.''Learning to learn''In this dimension the learner understands that it is not only the outcome of learning that matters but also the process is important. This dimension includes guiding one’s learning for instance by inquiry, reflection and self-assessment. The role of reflection has been emphasised as a key activity in learning and individual development.'"`UNIQ--ref-00000083-QINU`"' '"`UNIQ--references-00000084-QINU`"'U`"' '"`UNIQ--references-00000084-QINU`"')
AI in Healthcare: role play + (The teacher encourages participants to con … The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored. To stimulate reflection teachers can ask the following question [https://classroom.eneri.eu/node/285 (from the irecs modules]) :"''Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?''"Teachers can invite students to reflect on the following key concepts (also presented in more detail in the irecs modules):-Privacy;-Accuracy;-Ownership and control;-Data sharing and interoperability. For more information see [https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]/node/238 AI In Healthcare: Ethics Issues])
Protection of Research Participants + (The term 'research participant' refers to … The term 'research participant' refers to an individual who voluntarily takes part in a research study, for example, a patient who takes part in a biomedical research study on new treatment methods or a community member who is interviewed by citizen scientists (like in this [https://londonprosperityboard.org/stories-olympic-park citizen science project on people living in London's neighborhoods]). Research participants are essential contributors to scientific research, including citizen science projects, and their involvement can vary widely depending on the nature of the study. The rights and interests of research participants lie at the core of research ethics and the same time should apply to citizen science as well. However, citizen science raises new challenges in this regard for at least two reasons. First, there is a great variety of citizen science projects and many of them are conducted outside institutional settings which makes applying the traditional research ethics frameworks challenging. Second, citizen scientists might play different roles in the research, usually, they are involved only as citizen scientists, but in some cases (e.g., in biomedical citizen science research) they might play both roles - a citizen researcher and a research subject.citizen researcher and a research subject.)
Conflicts of interest in citizen science + (The term “conflict of interest” refers to … The term “conflict of interest” refers to situations where a person or an organisation has more than one interest (personal, professional, financial, etc.) and pursuing one of them could potentially involve conflict with others. There are two main types of conflicts of interest – financial and non-financial. An example of a '''financial conflict of interest''' is a physician who works for a pharmaceutical company that produces medicine for the same group of patients that she treats. In this case physician’s interest in earning more money conflicts with her role as a physician whose main duty is to find and prescribe the best available treatment to each patient. An example of a '''non-financial conflict of interest''' is a scientist whose personal beliefs or affiliations may impact the interpretation of his research findings. The same applies to a scientist who makes a biased hypothesis that tends to support her preferred theory.It is important to note that conflict of interests also includes the potential for conflict, and these should always be declared. Whether financial or non-financial conflicts of interests threaten the core virtue of scientific enterprise as it interferes with the role of the scientist as a seeker of truth. Besides that, it also might undermine the public’s trust in science.Investigators in citizen science projects might not have their pet theory that they might want to see proven true. However, laypeople who are involved in collaboration with scientists might have some political or personal interests that motivate them to participate in the research in the first place. For example, a person might have some strong beliefs about an environmental issue, and she might see involvement in the research as a way of solving the problem. There is some evidence that one of the key reasons why some citizen scientists engage in helping researchers to collect data is to advance their political aims (Riesch & Potter, 2014). These non-financial conflicts of interest might be more common in citizen science than financial conflicts of interest. An example of the latter would be a citizen scientist who receives funding from an environmental group or serves on its board of directors.A common strategy for dealing with conflicts of interest is to declare them. Although by itself it will not solve all the problems, timely disclosure of a potential conflict of interest avoids situations where the conflict is discovered after the fact. Thus, one might avoid suspicions and loss of trust (Resnik, 2015). The importance of a potential conflict of interests may vary, some might be negligible, and some, on the other hand, very severe. Whatever the case, it is always better to inform about it upfront. One unique problem with this strategy in the context of citizen science is that lead investigators of a study might have to deal with a large number of such disclosures as many citizen scientists might be involved in the study and sharing all this information might be impractical. One strategy to solve the problem could be to disclose the conflict of interest in aggregate (Resnik, 2015). Another strategy, how one can deal with damage, that might be caused by a conflict of interests is to make all the data publicly available. This enables everybody to analyse the data and assess the results independently (Resnik, 2015).'''References'''#Riesch, H., & Potter, C. (2014). Citizen science as seen by scientists: Methodological, epistemological and ethical dimensions. Public Understanding of Science, 23(1), 107–120. https://doi.org/10.1177/0963662513497324#Resnik, D. B., Elliott, K. C., & Miller, A. K. (2015). A framework for addressing ethical issues in citizen science. Environmental Science & Policy, 54, 475–481. https://doi.org/10.1016/j.envsci.2015.05.008 54, 475–481. https://doi.org/10.1016/j.envsci.2015.05.008)

Introduction to Responsible Supervision, Mentoring and Role-modeling + (The third episode is currently under construction.)
Introduction to Responsible Supervision, Mentoring and Role-modeling + (The third episode is currently under construction.)

Debate and Dialogue + (The trainer will facilitate the exercise b … The trainer will facilitate the exercise by following the steps briefly listed here below: #Introduction to the exercise#Presentation of an exemplary case with a clear moral dilemma.#Creation of subgroups (you will be asked to defend one of the two options in the dilemma)#Participants engage in a debate#Reflection on the process of debating#Explanation of the characteristics of a dialogue#Participants engage in a dialogue#Reflection on the differences between debate and dialogue#Reflection on the value of dialogue in group reflections.For a detailed description of the steps see the trainers instructions.f the steps see the trainers instructions.)
Virtues and Norms + (The trainer will facilitate the exercise b … The trainer will facilitate the exercise by following the steps: 1. Orientation: case and dilemma Presentation of the case and formulation of the dilemma. 2. Replacing and clarification Participants are given time for clarification questions about the case. This allows participants to 'step into the case presenter’s shoes'. 3. Virtues and norms Creation of an overview of virtues and corresponding norms considered relevant in the case at stake (see handout 2 in practical tips). 4. Dialogue about differences and similarities Engaging in a dialogue about differences and similarities among participants’ virtues and norms. What do you perceive as remarkable?5. Conclusions Wrapping up and formulating take home messages.For a detailed description of the steps see the trainers instructions.f the steps see the trainers instructions.)
The Middle Position + (The trainer will facilitate the exercise b … The trainer will facilitate the exercise by following the three parts. PART I:INDIVIDUAL REFLECTION#Recall a situation in which you had concerns about research integrity, and in which you had doubts about the right thing to do.#Select one virtue, which was at stake in that situation.#Reflect on which behavior fits well with this specific virtue.PART II: REFLECTIONS IN SUBGROUP#Select a spokesperson who can report on your group process to the larger group.#Share your case with the group and listen carefully to other’s cases.#Select a case to reflect on collectively.#Fill in handout 2 individually (see practical tips).#Share your notes with your subgroup by engaging in a group reflection/dialogue about differences/similarities related to the virtues and behaviors which were chosen.Part III:PLENARY: SUMMARY OF THE SUBGROUP WORK AND OVERALL LESSONS LEARNED#Report back on the discussion in subgroups.#Formulate lesson(s) learned.#Evaluate the session.(For a detailed description of the steps see the trainers instructions). the steps see the trainers instructions).)
Organizing the training + (The training is composed of three elements … The training is composed of three elements: 1) online materials and 2) face-to-face meetings (divided into two sessions) 3) practice in one’s own context. Trainees should invest about 60 hours in total (see below for an overview). {| class="wikitable"!!Content!Time|-|Online course|Introduction to research integrity and virtue ethics, the ECoC and the main concepts used during the training + Reflection on personal experiences|4 h|-|Preparatory assignments|Completing the assignments in preparation for the face-to-face training|5 h|-|First (face to face) group sessions|Experiencing the exercises and reflecting on how to facilitate exercises|16 h|-|Interim practice work|Practicing the exercises in own institution/ context + preparing for follow up session|27 h|-|Second (face to face) group session|Reflecting on and discussing experiences + Practicing selected exercises + Discussion of didactical implementation in own context|8 h|}Tot. 60 hAs a trainer you will need to make sure that your trainees get the preparation material in due time and reserve time for the first participatory sessions. ime for the first participatory sessions. )
Organizing the training + (The training program as a whole demands a significant commitment from trainers so it is highly recommended to involve a colleague in the organization and facilitation of the training (especially for the face-to-face sessions).)
03 - Four Quadrant Approach: A Method for Analysing Cases in Research Ethics and Research Integrity + (The user should attend to some general que … The user should attend to some general questions in order to identify relevant aspects and major characteristics of the situation: *What are the morally relevant facts?*What are the ethical or moral issues at stake in this case?*Who are the stakeholders?*What particular normative standards in pertinent regulatory documents apply to the case?*What possible courses of action are available?*What are the predictable effects of each action?*Which set of possible outcomes seem to be better?et of possible outcomes seem to be better?)
Exploring Training Materials on the Responsible Use of AI + (There are different ways of using AI, not … There are different ways of using AI, not only to generate text, but also to work with your own material (proofreading, changing style, transcription). Researchers should be transparent about how they have used AI tools, as they would be about any other tools and methods. The most important requirement for any researcher is to CHECK the material generated by AI, for example in a systematic review. Fairness, transparency and ethical considerations are all important factors in AI systems for trainers to consider when teaching, fostering a deeper understanding and commitment to responsible AI among their participants. Although training materials focusing on AI are still in development, this module gives trainers insight on possible material to be used.s insight on possible material to be used.)
Exploring Training Materials on the Responsible Use of AI + (There are different ways of using AI, not … There are different ways of using AI, not only to generate text, but also to work with your own material (proofreading, changing style, transcription). Researchers should be transparent about how they have used AI tools, as they would be about any other tools and methods. The most important requirement for any researcher is to CHECK the material generated by AI, for example in a systematic review. Fairness, transparency and ethical considerations are all important factors in AI systems for trainers to consider when teaching, fostering a deeper understanding and commitment to responsible AI among their participants. Although training materials focusing on AI are still in development, this module gives trainers insight on possible material to be used.s insight on possible material to be used.)
06 - Teaching Research Ethics Tool : A Method for Analysing Cases in Research Ethics + (There are usually several morally problematic situations that require attention. This step provides students with an opportunity to improve their sensibility to ethically problematic situations.)
VIRT2UE Train-the-Trainer program + (This exercise fosters reflection on the concept of goodness and how it applies in the context of research. [[File: VGE.png|link=https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3]])
VIRT2UE Train-the-Trainer program + (This exercise helps to develop approaches … This exercise helps to develop approaches for implementing virtues in real life dilemmas by relating virtues to norms of action while reflecting on a real RI dilemma from different perspectives by means of dialogue.[[File: V&N.png|link=https://www.youtube.com/watch?v=IZMDWGTLXWo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=2]][[File: V&N.png|link=https://www.youtube.com/watch?v=IZMDWGTLXWo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=2]])
‘And the band played on’ movie fragment no. 3 + (This exercise is best to be combined with other (similar or related) exercises. Embed this in a workshop, e.g. with multiple movie fragments. Introduce the workshop rst, e.g. as described elsewhere.)
VIRT2UE Train-the-Trainer program + (This exercise supports participants in ide … This exercise supports participants in identifying research integrity (RI) principles, virtues and misconduct in a case and provides a framework to consider, choose and defend alternative courses of action regarding realistic dilemmas in research integrity.[[File: DGE.png|link=https://www.youtube.com/watch?v=Qpq-oWPdvJQ&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=6]][[File: DGE.png|link=https://www.youtube.com/watch?v=Qpq-oWPdvJQ&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=6]])
VIRT2UE Train-the-Trainer program + (This exercise supports users in identifyin … This exercise supports users in identifying the features of and differences between debate and dialogue and in becoming aware of the strengths and usefulness of dialogue as a tool for reflection processes.[[File:D&D2.png |link=https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=4]][[File:D&D2.png |link=https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=4]])
Translate the VIRT2UE guide into your own language + (This final part of the manual consists of two instructions, with the links listed below: [https://public.3.basecamp.com/p/R5e8zxXRHwd27Mz5PPfooByh Certification] [https://public.3.basecamp.com/p/vmLSq94iGyaNsbrWKFgFbCiN Recognition and networking])
Translate the VIRT2UE guide into your own language + (This instruction provides trainers with an overview of all the necessary steps that they need to take to organize a VIRT2UE training. The text can be found [https://public.3.basecamp.com/p/JGSJM8QefHLF2uMhs9uiNxhB here].)
Virtue Ethics under Current Research Conditions + (This module aims to both explain and demon … This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship. [http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]nethical_behaviour/story.html Open course])
Virtue Ethics under Current Research Conditions + (This module aims to both explain and demon … This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.[[File:Why we Justify Unethical Behaviour.jpg|link=http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html]]If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Why%20we%20justify%20unethical%20behaviour_SCORM.zip here]fy%20unethical%20behaviour_SCORM.zip here])
INTEGRITY High School Research Integrity Course + (This module aims to equip students with th … This module aims to equip students with the knowledge to comprehend the meaning and importance of research integrity through the lens of a subject that is highly relatable in our society and through which students can easily engage and discuss research integrity issues.The primary focus of this module is on research integrity. We have chosen to pair it with the subject of Art to allow for a wider ethical discussion through a subject that is relevant to the target audience.t that is relevant to the target audience.)
INTEGRITY High School Research Integrity Course + (This module aims to equip students with th … This module aims to equip students with the knowledge to comprehend the meaning and importance of research integrity through the lens of a subject that is highly debated in our society and through which students can easily engage and discuss research integrity issues.The primary focus of this module is on research integrity. We have chosen to pair it with the issue of fast-fashion to allow for a wider ethical discussion through a topic that is relevant to the target audience.c that is relevant to the target audience.)
INTEGRITY High School Research Integrity Course + (This module aims to equip students with th … This module aims to equip students with the knowledge to comprehend the meaning and importance of research integrity. This will be achieved through a practical hands-on approach, where videos about key aspects of genetic tests, followed by fictional cases, outlining research integrity issues in genetic tests research, will be presented. We aim for students to identify and relate such examples of research misconduct and questionable research practices in genetic tests research, with their own practices when doing school assignments. This will engage students in a group discussion and to critically reflect on the importance of acting with responsibility and honesty in their own school work and life.honesty in their own school work and life.)
INTEGRITY High School Research Integrity Course + (This module aims to equip students with th … This module aims to equip students with the knowledge to understand the meaning and importance of research integrity through the lens of a subject that is highly relatable in our society and through which students can easily engage and discuss research integrity issues.The primary focus of this module is on research integrity. We have chosen to pair it with the subject of music to allow for a wider ethical discussion through a subject that is relevant to the target audience. The music industry has changed significantly in the last decade, along with the listening habits of those under 25.th the listening habits of those under 25.)
Virtue Ethics under Current Research Conditions + (This module aims to explain and demonstrat … This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites reflection on the experience of cognitive dissonance and moral distress in one's research.[[File:Cognitive Dissonance and Moral Distress.jpg|link=http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html]]If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Cognitive%20Dissonance%20&%20Moral%20Distress_SCORM.zip here]nce%20&%20Moral%20Distress_SCORM.zip here])
Virtue Ethics under Current Research Conditions + (This module aims to explain and demonstrat … This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]and_moral_distress/story.html Open course])