A room with a view of integrity and professionalism: personal reflections on teaching responsible conduct of research in the neurosciences.
Neuroscientists are increasingly put into situations which demand critical reflection about the ethical and appropriate use of research tools and scientific knowledge. Students or trainees also have to know how to navigate the ethical domains of this context. At a time when neuroscience is expected to advance policy and practice outcomes, in the face of academic pressures and complex environments, the importance of scientific integrity comes into focus and with it the need for training at the graduate level in the responsible conduct of research (RCR). I describe my experience teaching RCR in a graduate neuroscience program and identify three personal reflections where further dialogue could be warranted: (1) mobilizing a common set of competencies and virtues standing for professionalism in the neurosciences; (2) tailoring RCR for the neurosciences and empowering students through the active engagement of mentors; (3) soliciting shared responsibility for RCR training between disciplines, institutions and governmental or funding agencies.
Neuroethics Research Unit, Institut de recherches cliniques de Montreal, 110 Avenue des Pins Ouest, Montreal, QC, H2M 1R7, Canada, embell78@gmail.com.
Emily
E
Bell
D035843:Biomedical Research / Q000193:education / Q000941:ethics*; D003479:Curriculum; D004500:Education, Graduate; D032984:Ethics, Research / Q000193:education*; D006801:Humans; D008611:Mentors; D009488:Neurosciences / Q000193:education / Q000941:ethics*; D000068616:Professionalism / Q000193:education*; D012108:Research Personnel / Q000193:education*; D012941:Social Responsibility; D013334:Students; D028722:Virtues