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Research and Publication Ethics (RPE)�RPE 01: Philosophy and Ethics���Publication Ethics

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https://wayofthewise.wordpress.com

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  • સંશોધનમાં નૈતિકતા શું છે? શા માટે તે મહત્ત્વનું છે?

What is ethics in research? Why is it important?

  • જ્યારે મોટાભાગના લોકો નૈતિકતા (અથવા નૈતિકતા) વિશે વિચારે છે, ત્યારે તેઓ સાચા અને ખોટા વચ્ચેના તફાવત માટેના નિયમો વિશે વિચારે છે
  • માત્થીની સુવાર્તામાં ઈસુએ એક જ વાક્યમાં સમગ્ર ઓલ્ડ ટેસ્ટામેન્ટનો સારાંશ આપ્યો છે: "બીજાઓ તમારી સાથે જે રીતે વર્તે તેમ તમે ઈચ્છો છો તેમ બીજાઓ સાથે વર્તો." - નૈતિકતાનો સુવર્ણ નિયમ જેનો અર્થ થાય છે, "અન્ય લોકો સાથે તમે ઇચ્છો છો તે ચિંતા અને માયાળુપણા સાથે વર્તો"
  • "નીતિશાસ્ત્ર"ને વ્યાખ્યાયિત કરવાની સૌથી સામાન્ય રીત : સ્વીકાર્ય અને અસ્વીકાર્ય વર્તણૂંક વચ્ચેનો તફાવત પારખતા આચરણ માટેના ધોરણો
  • When most people think of ethics (or morals), they think of rules for distinguishing between right and wrong
  • In Matthew's gospel, Jesus summarises the whole of the Old Testament in a single phrase: “Do unto others as you would have them do unto you.”-A Golden Rule of ethics meaning “Treat other people with the concern and kindness you would like them to show toward you”
  • The most common way of defining "ethics“ : Norms for conduct that distinguish between acceptable and unacceptable behavior

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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  • અમે ઘરે, શાળામાં, મંદિરમાં, ચર્ચમાં અથવા અન્ય સામાજિક સેટ્સમાં નૈતિક ધોરણો શીખીએ છીએ
  • જો કે મોટાભાગના લોકો બાળપણ દરમિયાન સાચા અને ખોટાની ભાવના પ્રાપ્ત કરે છે, તેમ છતાં, નૈતિક વિકાસ સમગ્ર જીવન દરમિયાન થાય છે અને માનવી જેમ જેમ પરિપક્વ થાય છે તેમ તેમ વિકાસના વિવિધ તબક્કાઓમાંથી પસાર થાય છે
  • નૈતિક ધોરણો એટલા સર્વવ્યાપક છે કે કોઈને પણ તેમને સરળ કોમનસેન્સ તરીકે ગણવાની લાલચ થઈ શકે છે
  • બીજી બાજુ, જો નૈતિકતા એ કોમનસેન્સ સિવાય બીજું કશું જ ન હતું, તો પછી આપણા સમાજમાં આટલા બધા નૈતિક વિવાદો અને મુદ્દાઓ કેમ છે?
  • We learn ethical norms at home, at school, in temple, in church, or in other social sets

  • Although most people acquire their sense of right and wrong during childhood, moral development occurs throughout life and human beings pass through different stages of growth as they mature

  • Ethical norms are so ubiquitous that one might be tempted to regard them as simple commonsense

  • On the other hand, if morality were nothing more than commonsense, then why are there so many ethical disputes and issues in our society?

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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  • આ મતભેદોની એક સંભવિત સમજૂતી એ છે કે તમામ લોકો કેટલાક સામાન્ય નૈતિક ધોરણોને ઓળખે છે, પરંતુ તેમના પોતાના મૂલ્યો અને જીવનના અનુભવોના પ્રકાશમાં તેનું અર્થઘટન, અમલ અને સંતુલન વિવિધ રીતે કરે છે
  • ઉદાહરણ તરીકે, બે લોકો સંમત થશે કે ખૂન ખોટું છે પરંતુ ગર્ભપાતની નૈતિકતા વિશે અસંમત છે કારણ કે તેઓ માનવી હોવાનો અર્થ શું છે તે વિશેની જુદી જુદી સમજણ ધરાવે છે
  • One probable explanation of these disagreements is that all people recognize some common ethical norms but interpret, apply, and balance them in different ways in light of their own values and life experiences
  • For example, two people would agree that murder is wrong but disagree about the morality of abortion because they have different understandings of what it means to be a human being

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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  • Most societies also have legal rules that govern behavior, but ethical norms tend to be broader and more informal than laws

  • Although most societies use laws to enforce widely accepted moral standards and ethical and legal rules use similar concepts, ethics and law are not the same

“An action may be legal but unethical or illegal but ethical”

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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  • We can also use ethical concepts and principles to criticize, evaluate, propose, or interpret laws

  • Indeed, in the last century, many social reformers have urged citizens to disobey laws they regarded as immoral or unjust laws

Peaceful civil disobedience is an ethical way of protesting laws or expressing political viewpoints

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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Another way of defining 'ethics' focuses on the disciplines that study standards of conduct, such as philosophy, theology, law, psychology, or sociology

For example, a "medical ethicist" is someone who studies ethical standards in medicine

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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One may also define ethics as a method, procedure, or perspective for deciding how to act and for analyzing complex problems and issues

For instance, in considering a complex issue like global warming one may take an economic, ecological, political, or ethical perspective on the problem

Alternatives to Animal Testing

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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Alternative test methods are methods that replace, reduce, or refine animal use in research and testing

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  • Scientists often study the effects of drugs and chemicals on animals before they deem them safe for humans

  • When possible, they try to perform these toxicology tests using biochemical or cell-based (in vitro) systems instead of with animals such as mice

For example, researchers successfully created in vitro methods to identify severe eye irritants and substances that could cause allergic contact dermatitis1 

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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  • However, the development of in vitro tests that can reliably identify chemical hazards resulting in cancer or birth defects is more difficult because of the complexity of the biological processes involved

  • Computer programs with advanced systems based on large chemical databases can predict a chemical's toxicity, reducing the need for animal testing in some situations

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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The Institute of Cytology and Genetics in Novosibirsk, Russia, installed a lab mouse statue to recognize the sacrifices made by lab rats for clinical research��The eight-foot statue of the lab mouse knitting a strand of DNA is installed to honor their contributions in the advancement of scientific research

https://en.wikipedia.org/wiki/Monument_to_the_laboratory_mouse

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3Rs

  • The concept of replacing reducing, or refining replacing, reducing, or refining animal use in research and testing was first described more than 60 years ago2 and is commonly referred to as 3Rs:

  • Replacing: A test method that substitutes traditional animal models with non-animal systems such as computer models or biochemical or cell-based systems, or replaces one animal species with a less developed one (for example, replacing a mouse with a worm)

  • Reducing: A test method that decreases the number of animals required for testing to a minimum while still achieving testing objectives

  • Refining: A test method that eliminates pain or distress in animals, or enhances animal well-being, such as by providing better housing or enrichment

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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Codes and Policies for Research Ethics

  • Given the importance of ethics for the conduct of research, it should come as no surprise that many different professional associations, government agencies, and universities have adopted specific codes, rules, and policies relating to research ethics

  • Many government agencies have ethics rules for funded researchers

https://www.niehs.nih.gov by David B. Resnik, J.D., Ph.D.

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https://www.publichealthnotes.com/research-ethics-definition-principles-and-advantages/

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Ethical Principles

Honesty

  • Be honest in all scientific communications
  • Honestly and fairly your report data, results, methods, procedures, and publication status
  • Do not fabricate, falsify, or misrepresent data
  • Do not mislead and cheat colleagues, research sponsors, or the public

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Objectivity

  • Strive to avoid bias in experimental design, data analysis, data interpretation, peer review, personnel decisions, grant writing, expert testimony, and other aspects of research where fairness is expected
  • Avoid or minimize bias or self-deception
  • Disclose personal or financial interests that may affect research

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Integrity

  • Keep your promises and agreements
  • Act with sincerity
  • Maintain consistency of thought and action

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Carefulness

  • Avoid careless errors and negligence
  • Carefully and critically examine your own work and the work of your peers
  • Keep good records of research activities, such as data collection, research design, and correspondence with agencies or journals

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Openness

  • Share data, results, ideas, tools, resources
  • Be open to criticism and new ideas

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Transparency

  • Disclose methods, materials, assumptions, analyses, and other information needed to evaluate your research

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Accountability

  • Take responsibility for your part in research
  • Be accountable (i.e. an explanation or justification) of what you did on a research project and why

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Intellectual Property

  • Honor patents, copyrights, and other forms of intellectual property
  • Do not use unpublished data, methods, or results without permission
  • Give proper acknowledgement or credit for all contributions to research
  • Never plagiarize

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Confidentiality

  • Protect confidential communications, such as papers or grants submitted for publication
  • Maintain confidentiality of personnel records, trade or military secrets, and patient records

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Responsible Publication

  • Publish in order to advance research and scholarship, not to advance just your own career
  • Avoid wasteful and duplicative publication

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Responsible Mentoring

  • Help to educate, mentor, and advise students
  • Promote their welfare and allow them to make their own decisions

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Respect for Colleagues

  • Respect your colleagues and treat them fairly

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Social Responsibility

  • Strive to promote social good and prevent or mitigate social harms through research, public education, and advocacy

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Non-Discrimination

  • Avoid discrimination against colleagues or students on the basis of sex, race, ethnicity, or other factors not related to scientific competence and integrity

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Competence

  • Maintain and improve your own professional competence and expertise through lifelong education and learning
  • Take steps to promote competence in science as a whole

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Legality

  • Know and obey relevant laws and institutional and governmental policies

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Animal Care

  • Show proper respect and care for animals when using them in research
  • Do not conduct unnecessary or poorly designed animal experiments

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Ethical Principles

Human Subjects Protection

  • When conducting research on human subjects, minimize harms and risks and maximize benefits
  • Respect human dignity, privacy, and autonomy
  • Take special precautions with vulnerable populations
  • Strive to distribute the benefits and burdens of research fairly

Adapted from Shamoo A and Resnik D. 2015. Responsible Conduct of Research, 3rd ed. (New York: Oxford Uni. Press).

https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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  • There are many other activities that the government does not define as "misconduct" but which are still regarded by most researchers as unethical
  • These are sometimes referred to as "other deviations" from acceptable research practices and include:

  • Publishing the same paper in two different journals without telling the editors
  • Submitting the same paper to different journals without telling the editors
  • Not informing a collaborator of your intent to file a patent in order to make sure that you are the sole inventor
  • Including a colleague as an author on a paper in return for a favor even though the colleague did not make a serious contribution to the paper
  • Discussing with your colleagues confidential data from a paper that you are reviewing for a journal
  • Using data, ideas, or methods you learn about while reviewing a grant or a papers without permission

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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  • Trimming outliers from a data set without discussing your reasons in paper
  • Using an inappropriate statistical technique in order to enhance the significance of your research
  • Bypassing the peer review process and announcing your results through a press conference without giving peers adequate information to review your work
  • Conducting a review of the literature that fails to acknowledge the contributions of other people in the field or relevant prior work
  • Stretching the truth on a grant application in order to convince reviewers that your project will make a significant contribution to the field
  • Stretching the truth on a job application or curriculum vita
  • Giving the same research project to two graduate students in order to see who can do it the fastest
  • Overworking, neglecting, or exploiting graduate or post-doctoral students
  • Failing to keep good research records
  • Failing to maintain research data for a reasonable period of time
  • Making derogatory comments and personal attacks in your review of author's submission
  • Promising a student a better grade for sexual favors
  • Using a racist epithet in the laboratory
  • Making significant deviations from the research protocol approved by your institution's Animal Care and Use Committee or Institutional Review Board for Human Subjects Research without telling the committee or the board

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  • Not reporting an adverse event in a human research experiment
  • Wasting animals in research
  • Exposing students and staff to biological risks in violation of your institution's biosafety rules
  • Sabotaging someone's work
  • Stealing supplies, books, or data
  • Rigging an experiment so you know how it will turn out
  • Making unauthorized copies of data, papers, or computer programs
  • Owning over $10,000 in stock in a company that sponsors your research and not disclosing this financial interest
  • Deliberately overestimating the clinical significance of a new drug in order to obtain economic benefits

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Promoting Ethical Conduct in Science

  • Most academic institutions in the US require undergraduate, graduate, or postgraduate students to have some education in the responsible conduct of research (RCR)

  • The NIH and NSF have both mandated training in research ethics for students and trainees

  • Many academic institutions outside of the US have also developed educational curricula in research ethics

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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  • You may be wondering that why courses in research ethics is required in education

  • You may believe that you are highly ethical and know the difference between right and wrong

  • You would never fabricate or falsify data or plagiarize

  • Indeed, you also may believe that most of your colleagues are highly ethical and that there is no ethics problem in research

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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If you feel this way, then relax!!!!

  • No one is accusing you of acting unethically
  • Indeed, the evidence produced so far shows that misconduct is a very rare occurrence in research, although there is considerable variation among various estimates
  • The rate of misconduct has been estimated to be as low as 0.01% of researchers per year (based on confirmed cases of misconduct in federally funded research) to as high as 1% of researchers per year (based on self-reports of misconduct on anonymous surveys). See Shamoo and Resnik (2015).

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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  • There is no evidence that science has become ethically corrupt, despite some highly publicized scandals

  • Even if misconduct is only a rare occurrence, it can still have a tremendous impact on science and society because
    • it can compromise the integrity of research
    • erode the public’s trust in science, and
    • waste time and resources

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Will education in research ethics help reduce the rate of misconduct in science?

  • It is too early to tell. The answer to this question depends, in part, on how one understands the causes of misconduct
  • There are two main theories about why researchers commit misconduct
  • According to the "bad apple" theory, most scientists are highly ethical. Only researchers who are morally corrupt, economically desperate, or psychologically disturbed commit misconduct
  • Moreover, only a fool would commit misconduct because science's peer review system and self-correcting mechanisms will eventually catch those who try to cheat the system
  • In any case, a course in research ethics will have little impact on "bad apples," one might argue

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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  • According to the "stressful" or "imperfect" environment theory, misconduct occurs because various institutional pressures, incentives, and constraints encourage people to commit misconduct, such as
    • pressures to publish or obtain grants or contracts
    • career ambitions
    • the pursuit of profit or fame
    • poor supervision of students and trainees
    • poor oversight of researchers (Shamoo and Resnik 2015)

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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  • Misconduct probably results from environmental and individual causes, i.e. when people who are morally weak, ignorant, or insensitive are placed in stressful or imperfect environments

  • In any case, a course in research ethics can be useful in helping to prevent deviations from norms even if it does not prevent misconduct

  • Education in research ethics can help people to get a better understanding of ethical standards, policies, and issues and improve ethical judgment and decision making

  • Many of the deviations that occur in research may occur because researchers simply do not know or have never thought seriously about some of the ethical norms of research

  • For example, some unethical authorship practices probably reflect traditions and practices that have not been questioned seriously until recently

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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  • If the director of a lab is named as an author on every paper that comes from his lab, even if he does not make a significant contribution?

(what could be wrong with that? That's just the way it's done, one might argue)

But ethically, it is wrong

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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If "deviations" from ethical conduct occur in research as a result of ignorance or a failure to reflect critically on problematic traditions, then a course in research ethics may help reduce the rate of serious deviations by improving the researcher's understanding of ethics and by sensitizing him or her to the issues

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Finally, education in research ethics should be able to help researchers to cope with the ethical dilemmas they are likely to encounter by introducing them to important concepts, tools, principles, and methods that can be useful in resolving these dilemmas

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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Scientists must deal with a number of different controversial topics, such as human embryonic stem cell research, cloning, genetic engineering, and research involving animal or human subjects, which require ethical reflection and deliberation

Source: David B. Resnik, J.D., Ph.D., Bioethicist, https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

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References

  1. Löwa A, Jevtić M, Gorreja F, Hedtrich S, 2018. Alternatives to animal testing in basic and preclinical research of atopic dermatitis. Exp Dermatol. 27(5):476-483. 
  2. Russell W, Burch, R. 1959. The Principles of Humane Experimental Technique.