TY - JOUR
T1 - Guiding the Next Generation of NIH Investigators in Responsible Conduct of Research
T2 - The Role of the Mentor
AU - Ripley, Elizabeth
AU - Markowitz, Monika
AU - Nichols-Casebolt, Ann
AU - Williams, Larry
AU - Macrina, Francis
N1 - Funding Information:
moved from focusing on a narrow range of inappropriate or unethical scientific behaviors to encouraging best practices in the ethical conduct of research. The Office of Research Integrity (ORI) supports research and educational program development related to nine core instructional areas in responsible conduct of research (RCR). These are data acquisition, management, sharing, and ownership; conflict of interest and commitment; human subjects and animal welfare; research misconduct; publication practices and responsible authorship; mentor/trainee responsibilities; peer review; and collaborative science and social responsibility. Both the National Institutes of Health (NIH) and the National Science Foundation (NSF) require instruction in RCR. NIH requires that those who receive funding through a training, career development, or education grant receive RCR training (Update on the Requirement for Instruction in the Responsible Conduct of Research, 2011). For NSF funding, the institution must certify that there is a plan to provide appropriate training and oversight in RCR (Responsible Conduct of Research, 2012).
Funding Information:
This study was funded by Grants 5R21RR025262-02 from the National Center for Research Resources (NCRR) and UL1TR000058 from the National Center for Advancing Translational Sciences (NCATS) Research Resources (NCRR), and NIH Roadmap for Medical Research, NIH.
PY - 2012/7
Y1 - 2012/7
N2 - National Institutes of Health (NIH) K award recipients and their mentors were surveyed to investigate the role of the mentor. We found that a majority of mentors provided guidance in responsible research conduct (RCR), and that most of these relationships were deemed helpful. Mentors also responded that they played a greater importance in RCR training of their mentees than the mentees reported. Our results suggest both mentors and mentees report that mentors ideally should play a more important role in RCR training than was actually the case. For conflicting interests, subjects' protection, and misconduct, approximately 50% of K recipients found the mentor to be not at all important or only somewhat important for these areas of RCR training. We conclude the mentor's role is important but not optimal based on the results of our study cohort.
AB - National Institutes of Health (NIH) K award recipients and their mentors were surveyed to investigate the role of the mentor. We found that a majority of mentors provided guidance in responsible research conduct (RCR), and that most of these relationships were deemed helpful. Mentors also responded that they played a greater importance in RCR training of their mentees than the mentees reported. Our results suggest both mentors and mentees report that mentors ideally should play a more important role in RCR training than was actually the case. For conflicting interests, subjects' protection, and misconduct, approximately 50% of K recipients found the mentor to be not at all important or only somewhat important for these areas of RCR training. We conclude the mentor's role is important but not optimal based on the results of our study cohort.
KW - mentor
KW - responsible conduct of research
UR - http://www.scopus.com/inward/record.url?scp=84864823911&partnerID=8YFLogxK
U2 - 10.1080/08989621.2012.700880
DO - 10.1080/08989621.2012.700880
M3 - Article
C2 - 22861178
AN - SCOPUS:84864823911
SN - 0898-9621
VL - 19
SP - 209
EP - 219
JO - Accountability in Research
JF - Accountability in Research
IS - 4
ER -