Abstract
The need to teach research integrity is recognized more widely in European universities, yet the pitfall we need to avoid is that all are reinventing the wheel and start designing their own courses. A lot can be learned from experiences in integrity education in the last centuries. In this contribution we argue that, when teaching research integrity, it is best to take an RCR approach that pays attention to the own experiences of students and researchers, addresses grey areas instead of FFP cases and should aim to empower participants to take a proactive stance with respect to integrity issues.
| Original language | English |
|---|---|
| Article number | 14/1 |
| Pages (from-to) | 89-93 |
| Number of pages | 5 |
| Journal | Bioethica Forum |
| Volume | 14 |
| Issue number | 1 |
| Early online date | 17 Dec 2021 |
| DOIs | |
| Publication status | Published - 17 Dec 2021 |