To build a culture of integrity in a HE institution, innovative approaches are needed to enhance education of research ethics and integrity. In addition to educating students, understanding is needed on how to facilitate for those who lead others. The focus is on early-career researchers as future REI leaders. The current study sheds light on how learning and REI leadership competencies evolve during scaffolded collaborative research ethics training for this target group. The study combines new instruments as part of holistic (...) DBR. Data was collected from 3 groups of experienced researchers attending 3 training sessions in the form of written group reports and group discussion recordings. Qualitative deductive analysis was utilised for monitoring the learning process, scaffolding patterns, and display of REI leadership principles. Also, quantitative analysis was applied to group discussion data, displaying the nature of collaboration. Results imply that collaborative case-based role play format is effective in training future REI leaders. All groups displayed high levels of understanding. Combining ECRs and researchers with leadership experience supported knowledge building in the groups by bringing in various perspectives. Even though groups required different amounts of scaffolding, the nature was similar: maintaining goal orientation, highlighting critical features and redirecting learners. Learning analytics of collaboration indicated that the person with leadership experience was not necessarily the most active participant nor took the role of a ‘group leader’. Still, it was mostly that person who displayed leadership competencies thus supporting other group members to develop leadership aspects. (shrink)

While the most prevalent means to measure the effectiveness of research ethics and integrity training formats is using learners’ self-assessment, there is a need for reliable and feasible self-assessment tools to evaluate the level of understanding. The aim of the study was to design a reliable tool and test its accuracy in various training contexts. The current study utilized a design-based research (DBR) approach. Data were collected from 401 participants in training sessions and ten experts were involved in tool evaluation. (...) The results indicate that in the context of research ethics and integrity learners can quite accurately (more than 80%) evaluate their level of understanding with the designed self-reflection form. The research revealed that participants who assessed themselves to have higher levels of understanding or who used the tool several times were more likely to provide well-elaborated descriptions of their learning that matched their indicated level of understanding. (shrink)

Health research ethics training is highly variable, with some researchers receiving little to none, which is why ethical frameworks represent critical tools for ethical deliberation and guiding responsible practice. However, these documents' voluntary and abstract nature can leave health researchers seeking more operationalised guidance, such as in the form of checklists, even though this approach does not support reflection on the meaning of principles nor their implications. In search of more reflective and participatory practices in a pandemic context with distance (...) learning, this study explored whether co-design could support engagement and reflection on ethical principles amongst early-stage health researchers. In a pilot test using the Swiss Personalized Health Network's ethical framework for Responsible Usage of Personal Data in Health Research as a case study, we engaged health researchers to design visuals of four ethical principles. In two online workshops, participants (N = 10, N = 8) completed activities such as individual reflection, collaborative ideation, sketching, prototyping, discussion, and feedback. Our analysis shows that the co-design process helped foster in-depth engagement and reflection on the meaning and relevance of the SPHN ethical principles. Participants reported enjoying the experience, and most felt that visuals could motivate engagement with ethical frameworks. This study demonstrates the feasibility of a participatory, design-oriented approach to promote engagement with research ethics among early-career health researchers and highlights key challenges and lessons learned. In doing so, it lays the foundation for future research to investigate the impact of design-oriented, participatory learning to foster reflection and deliberation in ethics education. (shrink)