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). The author describes her experience teaching RCR in a graduate neuroscience program and identify three personal reflections where further dialogue could be warranted.
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Bell, Emily; Email Address: embell78@gmail.com; Source Info: Apr2015, Vol. 21 Issue 2, p461; Subject Term: NEUROSCIENCES; Subject Term: PROFESSIONALISM; Subject Term: INTEGRITY; Subject Term: TEACHING; Subject Term: NEUROSCIENCES -- Moral & ethical aspects; Subject Term: EDUCATION & state; Author-Supplied Keyword: Education; Author-Supplied Keyword: Neuroethics; Author-Supplied Keyword: Neuroscience; Author-Supplied Keyword: Professionalism; Author-Supplied Keyword: Responsible conduct of research; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; Number of Pages: 9p; Document Type: Article
