Journal
SCIENCE AND ENGINEERING ETHICS
Volume 21, Issue 2, Pages 461-469Publisher
SPRINGER
DOI: 10.1007/s11948-014-9545-9
Keywords
Responsible conduct of research; Professionalism; Neuroscience; Neuroethics; Education
Ask authors/readers for more resources
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.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available