Do the right thing

You don’t need to be involved in a case of scientific fraud to appreciate the importance of ethics in research. Ethical behavior — such as publishing only what is true, giving credit where it’s due, and sharing materials when needed to permit replication of one’s observations — has always been critical to the scientific enterprise. For science to progress, scientists must be able to trust one another’s work and to use that work as a foundation upon which to base future research. High-profile cases of fraudulent behavior often cause permanent harm not only to those caught up in the investigations; they are bad for the whole scientific community. Such scandals reduce the likelihood that our findings will be accepted by the public and that our research will continue to be supported through public funds. In the US, many governmental agencies, colleges, universities and scientific societies have awoken to the crucial importance of responsible conduct and now actively promote, if not require, the teaching of research ethics. Such courses often follow a standard format. Students are asked to attend six or eight sessions held over as many weeks. At each session an introductory lecture is provided, often by a member of the philosophy department or the biomedical ethics program, then a case involving an ethical issue is discussed among the students. Obtaining credit for such programs usually depends on attendance or, occasionally, on the preparation of a brief report. What’s wrong with this picture? Well, compare such an educational approach with the manner in which we teach students an important skill, such as critical analysis of the literature. When does such training begin, how long does it last, who provides it, and how is competency assessed? The contrast is obvious. Yet, is responsible conduct in science actually less important than critical reading? The answer can only be, no.