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. 2023 Apr 25;29(3):14.
doi: 10.1007/s11948-022-00425-x.

A Taxonomy for Research Intergrity Training: Design, Conduct, and Improvements in Research Integrity Courses

Mariëtte van den Hoven  1 , Tom Lindemann  2 , Linda Zollitsch  3 , Julia Prieß-Buchheit  4
Affiliations

A Taxonomy for Research Intergrity Training: Design, Conduct, and Improvements in Research Integrity Courses

Mariëtte van den Hoven et al. Sci Eng Ethics. .

Abstract

Trainers often use information from previous learning sessions to design or redesign a course. Although universities conducted numerous research integrity training in the past decades, information on what works and what does not work in research integrity training are still scattered. The latest meta-reviews offer trainers some information about effective teaching and learning activities. Yet they lack information to determine which activities are plausible for specific target groups and learning outcomes and thus do not support course design decisions in the best possible manner. This article wants to change this status quo and outlines an easy-to-use taxonomy for research integrity training based on Kirkpatrick's four levels of evaluation to foster mutual exchange and improve research integrity course design. By describing the taxonomy for research integrity training (TRIT) in detail and outlining three European projects, their intended training effects before the project started, their learning outcomes, teaching and learning activities, and their assessment instruments, this article introduces a unified approach. This article gives practitioners references to identify didactical interrelations and impacts and (knowledge) gaps in how to (re-)design an RI course. The suggested taxonomy is easy to use and enables an increase in tailored and evidence-based (re-)designs of research integrity training.

Keywords: Course design; Evaluation; Kirkpatrick model; Research integrity; Taxonomy; Teaching and learning.

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Conflict of interest statement

The authors have no conflicts of interest to declare relevant to this article's content.

Figures

Fig. 1
Fig. 1
Chain of impact in RI education
Fig. 2
Fig. 2
Taxonomy for RI training based on Kirkpatrick’s four levels of evaluation (TRIT)
Fig. 3
Fig. 3
Competencies to engage in a dialogue about research integrity
See this image and copyright information in PMC

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