This article discusses a complex qualitative approach to developing a responsible conduct of research training program, based on a sense-making model. Sensemaking asks an individual to use a mental model to understand the origins of a ethical dilemma, the critical issues involved, and the likely outcomes of alternative actions. This paper describes the authors' effort to gather metacognitive reasoning strategies used in responsible conduct of research education programs, and to identify strategies that facilitate ethical decision-making. . The extensive ethnographic research and qualitative analyses allowed the researchers to identify nine metacognitive reasoning strategies on which future RCR training shall be developed.
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(& others) Cover Date: March 2008.Source Info: 14(1), 3-31. Language: English. Journal Announcement: 42-4. Subject: CONDUCT; DECISION MAKING; EDUCATION; ETHICS; PROFESSIONAL ETHICS; RESEARCH ETHICS; TRAINING. Update Code: 20090226.
