4. enable participants in the educational programs to develop abilities¹ that will help them to effectively manage concerns related to responsible conduct of research as they arise in the future; and

5. verify that the first four objectives have been met.

The committee believes that useful insight into the best practice for education in the responsible conduct of research comes by analogy to the education of students in the critical analysis of the research literature in their fields. How is critical reading taught? First, students are introduced to the primary literature as soon as they enter an educational program. Second, the complexity of the readings and the depth of the analysis are gradually increased. Third, critical reading of journal articles, under the guidance of a mentor, is integrated into all aspects of the curriculum: core courses, seminars, the design of research projects, and the preparation of research manuscripts. Fourth, critical reading is taught by the very scientists who provide instruction in other aspects of research and who serve as primary role models. Finally, student competence is tested whenever students are asked to provide support for their ideas and conclusions. Consistent with the principles of effective instruction, assessment and feedback are continually provided from a student’s first seminar presentation to the final thesis defense and submission of manuscripts for publication.

Education in the responsible conduct of research should be no less integral to the education of a researcher (Fischer and Zigmond, 1996; Gifford, 1994; Hensel, 1991). This principle was adopted by the National Academy of Sciences in 1992: “Scientists and research institutes should integrate into their curricula educational programs that foster faculty and student awareness of concerns related to the integrity of the research process” (emphasis added) (NAS, 1992). Moreover, when this committee advocates the promotion of integrity in the institutional research environment, it is advocating the creation of a climate in the institution, the department, and the research group that promotes integrity in research.

The committee recommends a model for education in the responsible conduct of research that includes the following principles: