The absent professor: why we don't teach research ethics and what to do about it.
Research ethics education in the biosciences has not historically been a priority for research universities despite the fact that funding agencies, government regulators, and the parties involved in the research enterprise agree that it ought to be. The confluence of a number of factors, including scrutiny and regulation due to increased public awareness of the impact of basic research on society, increased public and private funding, increased diversity and collaboration among researchers, the impressive success and speed of research advances, and high-profile cases of misconduct, have made it necessary to reexamine how the bioscience research community at all levels provides ethics education to its own. We discuss the need to and reasons for making ethics integral to the education of bioscientists, approaches to achieving this goal, challenges this goal presents, and responses to those challenges.
Eisen
Arri
A
Emory University, USA.
Berry
Roberta M
RM
D035843:Biomedical Research / Q000941:ethics*; D003479:Curriculum; D004496:Education, Continuing; D004500:Education, Graduate; D004995:Ethics, Professional / Q000193:education*; D032984:Ethics, Research / Q000193:education*; D005178:Faculty; D035082:Federal Government; D005380:Financing, Government; D033161:Government Regulation; D006801:Humans; D007221:Industry; D033183:Interdisciplinary Communication; D007373:Interinstitutional Relations; D007400:Interprofessional Relations; D017149:Private Sector; D017009:Professional Autonomy; D012109:Research Support as Topic; D012586:Science / Q000941:ethics* / Q000639:trends*; D013663:Teaching; D014481:United States; D014495:Universities