ArticleCBE life sciences education2019
Recommendations for Effective Integration of Ethics and Responsible Conduct of Research (E/RCR) Education into Course-Based Undergraduate Research Experiences: A Meeting Report.
Article in CBE life sciences education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
11 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Impact and Assessment of Research Integrity Teaching: A Systematic Literature Review.Science and engineering ethics · 2024Pooled it
- Open Science in Undergraduate Medical Education: An International Framework for Transparency, Responsibility, and Professional Identity Formation.Perspectives on medical education · 2026Article
- Advancing research ethics instruction in laboratory courses.Journal of microbiology & biology education · 2024Article
- How to embed ethics into laboratory research.Accountability in research · 2024Article
- Activity for CUREs to increase student understanding and application of responsible authorship and publication practices.Journal of microbiology & biology education · 2024Article
- Engaging students in a genetics course-based undergraduate research experience utilizingJournal of microbiology & biology education · 2023Article
- The Impact of Field Courses on Undergraduate Knowledge, Affect, Behavior, and Skills: A Scoping Review.Bioscience · 2022Article
- Training for Responsible and Ethical Management of Lab Notebooks in a Course-Based Undergraduate Research Experience.Journal of microbiology & biology education · 2022Article
- Student Perceptions of Authoring a Publication Stemming from a Course-Based Undergraduate Research Experience (CURE).CBE life sciences education · 2021Article
- Current Approaches for Integrating Responsible and Ethical Conduct of Research (RECR) Education into Course-based Undergraduate Research Experiences: A National Assessment.CBE life sciences education · 2021Article
- BioSkills Guide: Development and National Validation of a Tool for Interpreting theCBE life sciences education · 2020Article
Corrections and comments
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Authors and funding
18 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Advancement of the scientific enterprise relies on individuals conducting research in an ethical and responsible manner. Educating emergent scholars in the principles of ethics/responsible conduct of research (E/RCR) is therefore critical to ensuring such advancement. The recent impetus to include authentic research opportunities as part of the undergraduate curriculum, via course-based undergraduate research experiences (CUREs), has been shown to increase cognitive and noncognitive student outcomes. Because of these important benefits, CUREs are becoming more common and often constitute the first research experience for many students. However, despite the importance of E/RCR in the research process, we know of few efforts to incorporate E/RCR education into CUREs. The Ethics Network for Course-based Opportunities in Undergraduate Research (ENCOUR) was created to address this concern and promote the integration of E/RCR within CUREs in the biological sciences and related disciplines. During the inaugural ENCOUR meeting, a four-pronged approach was used to develop guidelines for the effective integration of E/RCR in CUREs. This approach included: 1) defining appropriate student learning objectives; 2) identifying relevant curriculum; 3) identifying relevant assessments; and 4) defining key aspects of professional development for CURE facilitators. Meeting outcomes, including the aforementioned E/RCR guidelines, are described herein.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.