The discussion on how our experiences influence the understanding and application of scientific ethics during doctoral training is fundamental to various aspects of researchers' academic and professional development. Below are the objectives pursued with this discussion:
Researchers are encouraged to analyze how their own experiences, cultural contexts, and academic backgrounds affect their perception of scientific ethics. This includes considering how these experiences can shape their approach to responsible research and ethical behavior in their practices.
The goal is to create a space for the exchange of ideas and strategies on how to address the ethical dilemmas that arise in research. By sharing experiences, researchers can learn from one another and develop better practices in teaching and applying ethics.
The intention is to examine how doctoral training programs are equipping students to face ethical challenges. This includes discussing the effectiveness of institutional policies and mentoring practices in promoting a culture of scientific integrity.
The relationship with deep knowledge lies in the fact that a solid understanding of scientific ethics is not only based on norms and regulations but also on critical reflection about individual and collective experiences. This discussion can help researchers integrate their ethical knowledge into their daily work, thus promoting a more conscious and responsible approach to research.
Finally, the aim is to identify areas for improvement in doctoral training programs, proposing changes that more effectively integrate scientific ethics into the curriculum, ensuring that future doctors are better prepared to face ethical challenges in their careers.
The discussion on how our experiences influence the understanding and application of scientific ethics during doctoral training is fundamental to various aspects of researchers' academic and professional development. Below are the objectives pursued with this discussion:Researchers are encouraged to analyze how their own experiences, cultural contexts, and academic backgrounds affect their perception of scientific ethics. This includes considering how these experiences can shape their approach to responsible research and ethical behavior in their practices.The goal is to create a space for the exchange of ideas and strategies on how to address the ethical dilemmas that arise in research. By sharing experiences, researchers can learn from one another and develop better practices in teaching and applying ethics.The intention is to examine how doctoral training programs are equipping students to face ethical challenges. This includes discussing the effectiveness of institutional policies and mentoring practices in promoting a culture of scientific integrity.The relationship with deep knowledge lies in the fact that a solid understanding of scientific ethics is not only based on norms and regulations but also on critical reflection about individual and collective experiences. This discussion can help researchers integrate their ethical knowledge into their daily work, thus promoting a more conscious and responsible approach to research.
Respectfully, I allow myself to present my point of view on the subject, complemented with some theoretical aspects described by various authors. Firstly, from my perspective, ethics is an inescapable principle, of a priority and essential nature, in all types of actions and formative processes, regardless of the level, time, and type of process and, of course, particular experiences. Ethics should be addressed in the formative process of the human being from their early years and applied throughout their life.
Currently, given the dynamics of scientific and technological development, it becomes an indispensable component in every formative process, permanently and throughout life; of course, with greater rigor and high degree of demand in the actions of researchers. As González-Acuña et al. (2023) expose, ethical principles refer to the good actions of researchers, particularly in fields related to "the use of data, the code of conduct that should guide the relationship between researchers and the behavior of the researcher with the subjects of study, among others" (p.28).
I share the authors' approach regarding "research integrity" (p. 28), regarding ethics as a key component that responds to the standard of research quality, opposed to the deliberate behaviors of researchers that conflict with the integrity and wholeness of the researched set, the educational institution, and society in general.
The application of scientific ethics in doctoral training should be part of the formative process, and as such characterizes the formative process, regardless of individual experiences and understanding of scientific ethics. As Piña-Osorio and Aguayo-Rousell (2017), Merton (2002), Bolívar (2005), Sánchez (2014), among others, expose, the ethos of science is made up of the use of methods, institutional and imperative conditionings, such as "straight, fair and impartial technical and moral norms" (Merton, 2002 p.4), for participants in doctoral training processes.
In the construction of the ethos of the disciplinary area or the formative process as a whole, various actors from the corresponding doctoral program participate, and the practices developed at the group level, specific to the institution and the disciplinary area, take place in this space, even though the ethos is a social result expressed individually, with 'autonomy and responsibility,' and responds to what Merton (2002), Hamui (2008), Chavoya (2001), and Colina (2011) describe as the 'incorporation of norms, principles, and values of the disciplinary field' (Piña-Osorio & Aguayo-Rousell, 2017, p. 16).
Finally, it is important to bear in mind that regardless of the situations or contexts characterizing ethical decisions, not all individuals respond to external impulses, nor do they plagiarize existing research, as their ethical commitment entails autonomy and critical judgment, inherent components of honesty in the academic field and professional ethics (Yurén, 2007).
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