This report demonstrates that methods for teaching, assessing, and evaluating research ethics exist, but more would be welcome. It is clear that (a) research ethics can be taught, (b) the quality of student learning in research ethics can be assessed, and (c) the effectiveness of programs in research ethics can be evaluated.

We have studied postdoctoral trainees funded by NIH F32 fellowship awards in order to test the effectiveness of responsible conduct of research (RCR) education in the areas of authorship and publication practices. We used a 3-wave telephone and on-line survey design, conducted over a period of two years, in order to test for individual change before and after completing RCR education. Overall the responses of the subjects suggested a clear awareness of standards and practices in publication.

Education in the responsible conduct of research (RCR) in the United States has evolved over the past decade from targeting trainees to including educational efforts aimed at faculty and staff. In addition RCR education has become more focused as federal agencies have moved to recommend specific content and to mandate education in certain areas.

Educating for the Responsible Conduct of Research (RCR): Strategies for Research Institutions, was a webinar held on Thursday, April 8, 2010. This webinar addresses concrete objectives for RCR education under the guidance of two distinguished ethicists from Vanderbilt University and Saint Louis University.