Chapter 5

Post-Institute Activities

This chapter provides a description of the activities undertaken by participants after the Institute in Jordan in September 2012 to implement what they had learned.

GRANTS TO INSTITUTE PARTICIPANTS

One of the requirements in the call for applications was that “Applicants must use one or more of the instructional materials developed at the Institute in their teaching in the [next] semester.” Through a competitive Request for Applications (RFA), grants in the amount of $1,500 each were offered to enable participants to carry out these activities.54 Of the 28 participants at the Institute, 23 applied for these grants either as individuals or as teams. Project staff reviewed the applications and awarded a total of eight grants based on the quality of application. The successful applications addressed the following issues: overall learning goals of the proposed activity; teaching methods to be used; expected audience; budget (including any in-kind support from the home institutions) and timeline; anticipated difficulties and how they might be addressed; and any attempts to sustain the teaching and promotion of responsible science in their home institutions and their country of residence.

Each of the successful grantees submitted a report about the resulting project and all but one attended the reunion to present and discuss the work. Four participants who did not receive funding also provided information about their implementation activities; one of these nonfunded projects also was presented at the reunion.

The various proposals (details in Table 5-1) related, to a greater or lesser extent, to the topics discussed at the Institute. The funded proposals called for introducing active learning techniques modeled at the Institute with topics related to responsible conduct of science; workshops on safe laboratory practices/biosafety; mentor-trainee relationships and responsibilities; misconduct/improper behavior; authorship; and ethical values in science and research. Some grantees collected data on their target audiences’ knowledge of responsible science before and after implementing teaching modules on responsible science. Others focused on teaching how to design an experiment to implement a research project as a segue to discussing responsible conduct of science. The awardees focused on strengthening problem-solving abilities, enhancing critical thinking, and building capacity among educators. Some emphasized overall awareness of scientists’ professional responsibilities. Within the context of the principal investigator’s (PI’s) country and institution, all proposals were to receive some form of institutional support (financial or in kind) and all provided a plan for sustaining their projects.

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54 The application form may be found in Appendix G.



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Chapter 5 Post-Institute Activities This chapter provides a description of the attended the reunion to present and discuss the activities undertaken by participants after the work. Four participants who did not receive Institute in Jordan in September 2012 to funding also provided information about their implement what they had learned. implementation activities; one of these nonfunded projects also was presented at the reunion. GRANTS TO INSTITUTE PARTICIPANTS The various proposals (details in Table 5-1) related, to a greater or lesser extent, to the topics One of the requirements in the call for discussed at the Institute. The funded proposals applications was that “Applicants must use one called for introducing active learning techniques or more of the instructional materials developed modeled at the Institute with topics related to at the Institute in their teaching in the [next] responsible conduct of science; workshops on semester.” Through a competitive Request for safe laboratory practices/biosafety; mentor- Applications (RFA), grants in the amount of trainee relationships and responsibilities; $1,500 each were offered to enable participants misconduct/improper behavior; authorship; and to carry out these activities.54 Of the 28 ethical values in science and research. Some participants at the Institute, 23 applied for these grantees collected data on their target audiences’ grants either as individuals or as teams. Project knowledge of responsible science before and staff reviewed the applications and awarded a after implementing teaching modules on total of eight grants based on the quality of responsible science. Others focused on teaching application. The successful applications how to design an experiment to implement a addressed the following issues: overall learning research project as a segue to discussing goals of the proposed activity; teaching methods responsible conduct of science. The awardees to be used; expected audience; budget (including focused on strengthening problem-solving any in-kind support from the home institutions) abilities, enhancing critical thinking, and and timeline; anticipated difficulties and how building capacity among educators. Some they might be addressed; and any attempts to emphasized overall awareness of scientists’ sustain the teaching and promotion of professional responsibilities. Within the context responsible science in their home institutions of the principal investigator’s (PI’s) country and and their country of residence. institution, all proposals were to receive some Each of the successful grantees submitted a form of institutional support (financial or in- report about the resulting project and all but one kind) and all provided a plan for sustaining their projects.                                                              54 The application form may be found in Appendix G. 65

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66 Developing Capacities for Teaching Responsible Science in the MENA Region The materials created, sessions and activities. workshops conducted, and results of these  Expand on the kinds of assessments they activities were the focus of the reunion meeting. used to measure what their intended audiences had learned and the evaluations they developed to determine the efficacy of REUNION their projects.  Consider how their projects might be The reunion meeting took place on April 20, improved and sustained over time. 2013, at a hotel in Amman, Jordan, and on the campus of the Jordan University for Science and The second day at JUST was to be devoted to Technology (JUST) in Ibrid on April 21. Dr. each group summarizing its discussions from Elizabeth Heitman represented the National the previous day, followed by full group Academies committee that planned the Institute discussion of surprises, insights, opportunities, along with project staff members Drs. Lida assessments, and sustainability issues. Anestidou and Jay Labov. Nine Institute The organizing group thought that formal participants from Algeria, Egypt, Jordan, and presentations should be short, with greatest Yemen, seven of whom received grants to emphasis on the other points for discussion catalyze their implementation work after the noted above. However, all participants came Institute, attended the reunion, gave prepared to describe their projects more presentations about their individual projects, extensively and to a person asked for the agenda and contributed to the general discussions that to be altered to accommodate more detailed serve as the basis for the remainder of this discussion of each individual project. chapter and for the discussion and conclusions Accordingly, day 1 and the morning of day 2 in Chapter 6. The names of participants, their were devoted to detailed presentation and institutions and countries, and a brief overview discussion of each project. The afternoon of day of their projects are presented in Table 5-1. 2 focused on the sustainability of individual The Best Laid Schemes55: Several conference initiatives and consideration of how the Institute calls with the National Academies team that participants might collaborate both with each organized the reunion resulted in an agenda that other and with members of the NRC organizing was sent to participants before the reunion. committee and staff to bring a much needed Participants were scheduled to work in small emphasis on teaching responsible science groups on day 1, to (“scientific integrity,” as proposed by one Institute participant) to the Middle East–North  Provide brief overviews of their projects to Africa (MENA) region. the other members of the group. The lessons that the committee has drawn  Discuss aspects of their projects that worked from the reunion are presented in the next as originally envisioned. chapter. Combined with other efforts to evaluate  Describe to other group members any the Institute, these provide the basis for the surprises, new insights, and unexpected committee’s conclusions about next steps in its opportunities that presented themselves work in the MENA region and beyond. during and after their implementation                                                              55 Burns, Robert. 1785. Poem: To A Mouse.

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TABLE 5-1 Projects funded and/or presented at the reunion. INSTITUTIONAL PROGRAM FORMATS AND GRANT IMPLEMENTERS TOPICS SUPPORT AND AUDIENCES SUSTAINABILITY ALGERIA Introduction to the Responsible Conduct of Research Halima Benbouza, Biotechnology 1-day workshop: Potential threats from The CRBt offered facilities to Research Center (CRBt) - Interactive presentations with biotechnology and life sciences: hold the workshop. Noureddine Yassaa, University of Q&A, presenter, and 3 facilitators What is dual use research? Sciences and Technology Houari - Brainstorming Collaborative science Implementers to propose that Boumediene - Case studies Mentor and trainee relationships RCS course be included in Abdelkader Bouyakoub, University - Audience response cards Being a responsible author the student curriculum of of Oran (Es-Sénia) - Postcourse questionnaire Research integrity and misconduct their institutions. Ben Amar Cheba, University of Oran (Es-Sénia) 26 researchers/PhD students at the Team also willing to give the CRBt RCS module in different scientific institutions. EGYPT Future Perspective of “Responsible Conduct of Science” at South Valley University Mahmmoud Sayed Abd El-sadek, Five 3-hour workshops: Authorship responsibilities South Valley University South Valley University - Interactive discussion Scientific misconduct offered infrastructure Farag Khoday Moalla Hamed, - Case studies by the presenters and Responsible research practices including seminar rooms and South Valley University the audience multimedia suppliers at the Hamdy Saad Sadek El-Sheshtawy, - Brainstorming university’s three campuses South Valley University (Qena, Hurghada, and 45 faculty and graduate students on Luxor). 3 campuses of South Valley University The team plans to integrate    

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this module into the current program “Improving Skills of Staff Members.” Principles of Professionalism in Science Yahya Zakaria Eid, Kafrelsheikh Two 3-hour workshops: Components of responsible conduct Kafrelsheik University University - Lecture of research and science: offered the conference hall - Interactive discussions - Authorship and publication and projector. practices 35 academic staff and graduate - Plagiarism New and more specialized students - Conflict of interest teachable units will be - Scientific integrity developed to cover the needs of the participants. Negotiations with the university to allow these workshops to occur on a regular basis. Teaching Safe Laboratory Practice in Mansoura University by Active Learning Mohamed Mostafa Elhadidy, Learner-centered teaching course Components of safe laboratory The university provided Mansoura University consisting of 4-5 blocks: practice: seminar halls, facilities, and Mohamed Salah El-Tholoth, - Brainstorming - General safety practices materials for the course. It Mansoura University - Small group discussion: Safety - Laboratory hazards also supported the time spent scenarios, multiple choice questions - Biological safety levels by the instructors to teach the - Poster design - Personal protective equipment course. - Role play - Spill response and waste disposal - Case studies - Decontamination The team plans to - Emergency response disseminate the teaching 20 undergraduate students course to different research units as it grows and evolves

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2 90-minute facilitator training based on the university’s modules (4 facilitators) needs. They also plan to provide workshops on a regular basis for current and future faculty and students. They further plan to apply for grants to support their work. Study of Responsible Conduct of Science in the Curricula of Scientific Schools Mohamed El-Sayed El-Shinawi, 2-day awareness campaign on the Responsible conduct of research: Ain Shams University Ain Shams University campus of Ain Shams University - Animal welfare provided lecture halls and 65 members of the Ain Shams Medical School: - Research misconduct space for the booths free of Medical Students Research - Booklet about RCR - Protection of human subjects charge. Association - Interactive maze with stations - Mentor-trainee relationships - Pre- and postcampaign regarding authorship The data collected from the questionnaire - Conflict of interest questionnaires will be analyzed to inform the Lecture day Lectures: content of future workshops - Medical research ethics on RCS as well as an e- 340 medical students (campaign) - Cancer biology research lab: learning platform for 185 medical students (lecture day) Progress and achievements students. - From operation room to research lab: Solving health problems and improving the quality of life Responsible Conduct of Scientific Research Mohamed Labib Salem, Tanta Three 2-hour workshops/week, each Research integrity and misconduct The proposed workshops will University devoted to one topic. The workshops Biosafety be integrated into the Faculty Marwa Ahmed Ali, Tanta will be repeated three times (2nd Mentor-trainee relationships and Leadership and Development University time in May and 3rd in June 2013) responsibilities Program (FLDP) that aims to    

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Yahya Ahmed S. Al-Naggar, Tanta - Presentation enhance the skills of faculty University - Open discussion members at all levels. Amal Hashish, Tanta University - Small group work Atef Nwair, Tanta University - Case studies The materials used during Eman Balah, Tanta University the course will serve as the Soha Helmy, Tanta University 75 graduate students foundation for core undergraduate and postgraduate courses in research responsibility, biosafety, and the mentor- trainee relationship in the university. Interactive Learning for Teaching Nursing Administration Course* Yaldez K. Zein ElDin, Damanhour A block of four lectures in each of Staffing Use the outcomes from the University two semesters Documentation evaluation to modify the - Jigsaw Quality of patient care lecture format, presentation - Small group discussion Scheduling and content - Brainstorming Provide learning workshops - Role play for faculty 90-120 students/semester YEMEN Mentor-Trainee Relationships and Responsibilities Samira Al-Eryani, Sana’a University Two-day workshop Mentoring: origin of mentoring; The University covered 20% Huda Omer Basaleem, University - Presentations with active learning about mentor-trainee qualities and of the projected cost. of Aden - Colored audience response cards relationships; what is mentoring; Khaled Abdulla Al-Sakkaf, - Small group work/discussion ethics of mentoring; The Center for Medical University of Aden - Sharing discussions with other Authorship Education, Sana’a University Ahmed Moharem, Thamar groups Mentor trainee conflicts will provide modest future

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University - Case studies with role playing Current situation of postgraduate funding and venue to support Qais Abdullah Nogaim, Ibb - Videos presenting cases regulations in universities in Yemen future workshops. University and mentoring programs Fayza Hamood Eyssa, Sana’a 24 members of the academic University teaching staff from the Faculty of Abdusalem Mohammed Al- Medicine and Health Sciences and Mekhlafi, Sana’a University training staff from the National Centre of Public Health Laboratories Planning and Implementing Scientific Research Huda Omer Basaleem, University 4-day workshop Planning and implementing The College of Medicine of Aden - Backward design scientific research: provided the venue, paid for Khaled Abdulla Al-Sakkaf, - Interactive learning - Steps of the research process the cost of 72 Internet hours, University of Aden - Case studies - Design of a scientific proposal and covered the expenses for - Group discussion - Research methods 3 facilitators. - Colored audience response cards - Manuscript writing and publication The team will continue to 23 assistant and 2 associate offer this training and professors from the Faculty of Analysis of scientific misconduct incorporate the teaching Medicine and Health Sciences methods in other courses. Communicating research findings *This activity was not funded by a project grant.    

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