Teaching research integrity as discussed in research integrity codes: A systematic literature review

Presented here is a systematic literature review of how RI teaching is discussed in national and international research integrity (RI) codes. First, we set out to identify the codes that exist, and performed some generic analysis on them. Following a comprehensive search strategy, which included all 193 United Nations member states, we identified 52 national and 14 international RI codes. RI teaching is addressed in 46 national and 10 international codes. We then examined how the codes address RI teaching under the following headings: the aims, the target audience, the ethics approach proposed, the assessment and/or evaluation strategy, and any challenges identified in relation to RI teaching. There is considerable overlap between the aims of RI teaching in the various codes, for example, promoting awareness of RI. Most codes claim RI teaching is for all researchers, but without any in-depth guidance. While educational programmes, training, and mentorship/supervision are proposed for RI teaching, there is insufficient detail to identify the ethics approach to be used in such teaching. Lastly, only few address assessment and/or evaluation or challenges in RI teaching. Here, we analyzed how current codes address RI teaching; we identified some shortfalls, and in our discussion we advance recommendations.

本文呈现了一项系统性文献综述，探讨各国及国际研究诚信（Research Integrity）准则中对研究诚信教学的相关论述。首先，我们旨在梳理现有相关准则，并对其开展一般性分析。依托覆盖联合国全部193个会员国的全面检索策略，我们共检索到52份国家级研究诚信准则及14份国际级研究诚信准则，其中46份国家级准则及10份国际级准则对研究诚信教学作出了明确规定。随后，我们从以下维度逐一分析各准则对研究诚信教学的规定：教学目标、目标受众、拟采用的伦理实施路径、评估与/或评价策略，以及研究诚信教学相关的现存挑战。不同准则中研究诚信教学的目标存在大量重合之处，例如提升研究诚信意识。多数准则提出研究诚信教学面向全体研究人员，但未提供任何深入指导细则。尽管各准则提出可通过教育项目、培训及导师指导/监督开展研究诚信教学，但相关描述细节不足，无法明确此类教学应采用的伦理实施路径。最后，仅有极少数准则提及研究诚信教学的评估与/或评价环节，或相关实施挑战。本研究分析了当前准则对研究诚信教学的规定，梳理了其中存在的若干不足，并在讨论环节提出了针对性改进建议。