<< Previous Section | < Previous Page | Next Page > | Next Section >> Bibliogrphy (page 10 of 10) Swazey, J. P., M. S. Anderson, et al. (1993). "Ethical Problems in Academic Research: A survey of doctoral candidates and faculty raises important questions about the ethical environment of graduate education and research." American Scientist 81: 542-553.       This empirical study of faculty and trainees indicated that ethical lapses were both commonly admitted and commonly noted in others. The authors argued for better ethical education. Tunis, S. R., D. B. Stryer, et al. (2003). "Practical Clinical Trials: Increasing the Value of Clinical Research for Decision Making in Clinical and Health Policy." JAMA 290(12): 1624-1632.       This policy proposal argues that we need much greater emphasis in research on practical clinical trials to help medical decisions makers make rational choices or offer rational choices to their patients. Almost all current clinical trials are designed for different purposes and are not helpful in real decisions http://jama.ama-assn.org/cgi/content/full/290/12/1624 Vandenbroucke, J. P. (2001). "In Defense of Case Reports and Case Series." Ann Intern Med 134(4): 330-334.       The author argues that case reports and case series have their own role in the progress of medical science. They permit reporting of new diseases and unexpected effects (adverse or beneficial) as well as the study of mechanisms, and they play an important role in medical education. He claims that case reports and series have a high sensitivity for detecting novelty and therefore remain one of the cornerstones of medical progress. Good case reporting demands a clear focus to make explicit to the audience why a particular observation is important in the context of existing knowledge. Varki, A. and L. E. Rosenberg (2002). "Emerging opportunities and career paths for the young physician-scientist." Nat Med 8(5): 437.       The authors trumpet careers in translational medicine for scientifically trained physicians. Wallerstein, M. B. (2002). "Science in an Age of Terrorism." Science 297(5590): 2169.       The author suggests that to thwart the use of biological agents by terrorists, we have to be careful in specific sensitive areas and try to teach our foreign students and other trainees to use what they learned for good. Sounds good but … Wenger, N. S., S. Korenman, et al. (1997). "The ethics of scientific research: an analysis of focus groups of scientists and institutional representatives." J Investigative Med 45(6): 371-80.       The authors report on the range and depth of perceptions of scientists and institutional representatives on what is unethical in science. Wolpert, L. (1989). "The social responsibility of scientists: moonshine and morals." BMJ 298(6678): 941-3.       A very compelling article that contrasts research for the Manhattan project with the eugenics movement leading to 1930s Nazi policy of discrimination and genocide. While the designers of the atomic bomb are praised for their insight, the eugenics movement is now seen as one of science's greatest evils. The author concludes that scientists must have the capacity to research all fields, but also bear the responsibility of disclosing the ramifications of their research. Yarborough, M. and R. Sharp (2002). "Restoring and preserving trust in biomedical research." Acad Med 77(1): 8-14.       This significant position paper describes the diminution of trust in clinical research associated with recent events and the media characterization of them. The authors argue that if these institutions are to preserve the trust that the public has historically bestowed upon them, they must go beyond mere compliance with regulatory mandates. Several steps are suggested that the authors believe will bolster the public's confidence in academic research institutions. These steps grow out of the authors' analysis of three key components of institutional trustworthiness: (1) shared goals between research institutions and the communities they serve, (2) robust institutional oversight of research activities, and (3) training programs that build professional character. The authors' recommendations include the use of research advisory councils to assure the public that research goals reflect community interests, more collaborative relationships between institutional review boards and members of investigative teams, and educational programs that emphasize the importance of professional integrity in biomedical research. Zigmond, M. (1999). "Promoting responsible conduct: striving for change rather than consensus. Commentary on "Ambiguity, trust, and the responsible conduct of research" (F. Grinnell)." Sci Eng Ethics 5(2): 219-28. In this paper the author duels with Fred Grinnel about promoting the responsible conduct of research. He points out that "aspirational codes depend too much on the individual. He thinks that discussion and controversy play a role in buy in and clarification of issues and , unlike Grinnel, the scientific societies and investigators should play an important role in defining the rules of behavior. This is a very worthwhile read for those interested in teaching the responsible conduct of research. << Previous Section | < Previous Page | Next Page > | Next Section >> Chapter 1 Quick Links The Ethical Basis of RCRH The Nature of Science Research Integrity Professionalism in Science Practical Elements of Responsible Research Conduct Cases Bibliography Chapter 1 Download (PDF)