ArticleAdvances in medical education and practice2025
Beyond General Deficiency: Structural Imbalance in Research Integrity Awareness and Training Preferences of Medical Staff.
Article in Advances in medical education and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Purpose: Research integrity is a critical component of medical education and ethical research practice. However, evidence suggests that medical professionals often demonstrate inadequate awareness of its core principles. This study examines the awareness of research integrity and corresponding training preferences among medical staff at a large tertiary hospital, with implications for continuing medical education curriculum development. Methods: A cross-sectional survey of 517 physicians, nurses, pharmacists, and technicians measured knowledge of guidelines, perceptions of misconduct consequences, and training preferences. The instrument validity and reliability were confirmed (I-CVI: 0.857-1.000; S-CVI/Ave: ≥0.976; Cronbach's α: 0.881-0.937). Data analysis employed descriptive statistics, correlation, and multivariate regression. Results: Overall awareness was limited (median awareness rate: 31.1-32.7%), with significant structural disparities: higher familiarity with publication-related norms such as duplicate submission (score: 1594) and authorship (1567), but poorer understanding of research ethics (1486) and institutional policies (1506). Training demand was modest (median demand rate: 13.0%), with highest preference for applied topics including statistical application (1203) and ethics regulations (1215). Case-based and online formats were most desired. Research ability (evaluation), which depends on research experience, was an independent factor influencing both awareness (β = 0.462-0.473, Conclusion: This study identifies a clear structural imbalance in research integrity awareness among medical staff: technical proficiency in research methods is not matched by foundational ethical reasoning. Moreover, staff preferences for training are diverse, favoring tiered, digital, and case‑based formats. To address this gap, an integrated, innovative, and layered educational approach is needed-one that blends ethics with methodological training through scenario‑driven modules and flexible online platforms. Such a model will enhance continuing professional development in academic integrity, provide evidence for institutional ethics policies, and contribute to global efforts to strengthen research governance in medical practice.
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