| Title |
Educating about biomedical research ethics
|
|---|---|
| Published in |
Medicine, Health Care and Philosophy, April 2014
|
| DOI | 10.1007/s11019-014-9561-1 |
| Pubmed ID | |
| Authors |
Bratislav Stankovic, Mirjana Stankovic |
| Abstract |
This article examines the global and worsening problem of research misconduct as it relates to bio-medico-legal education. While research misconduct has serious legal implications, few adequate legal remedies exist to deal with it. With respect to teaching, research ethics education should be mandatory for biomedical students and physicians. Although teaching alone will not prevent misconduct, it promotes integrity, accountability, and responsibility in research. Policies and law enforcement should send a clear message that researchers should adhere to the highest standards of ethics in research. It is vital that researchers and physicians understand basic aspects of law and the legal system in order to develop understanding of the medico-legal issues not just in the legal context, but with a sound grounding in ethics, social and theoretical contexts so that they can practice good medicine. Routine and holistic research ethics education across the curriculum for medical students and resident physicians, and continuing medical education for practicing doctors, are probably the best ways to accomplish this goal. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 29 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 29 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 8 | 28% |
| Student > Bachelor | 3 | 10% |
| Lecturer | 2 | 7% |
| Researcher | 2 | 7% |
| Student > Doctoral Student | 1 | 3% |
| Other | 5 | 17% |
| Unknown | 8 | 28% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 5 | 17% |
| Philosophy | 3 | 10% |
| Biochemistry, Genetics and Molecular Biology | 2 | 7% |
| Nursing and Health Professions | 2 | 7% |
| Agricultural and Biological Sciences | 2 | 7% |
| Other | 6 | 21% |
| Unknown | 9 | 31% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 06 October 2014.
All research outputs
#15,306,972
of 22,765,347 outputs
Outputs from Medicine, Health Care and Philosophy
#375
of 591 outputs
Outputs of similar age
#133,890
of 226,963 outputs
Outputs of similar age from Medicine, Health Care and Philosophy
#8
of 15 outputs
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So far Altmetric has tracked 591 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 7.5. This one is in the 24th percentile – i.e., 24% of its peers scored the same or lower than it.
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