Teaching publication ethics to clinical psychology doctoral students: case-based learning and semi-structured interview strategies

ABSTRACT

Doctoral students in clinical, counseling, and school psychology programs often collaborate with faculty on research projects in their training as scientist-practitioners. Yet, the determination of publications' credit and order of authorship on resulting manuscripts continues to be a major concern and challenging process for professional psychologists and student collaborators. This article describes the use of case-based learning and semi-structured interview approaches to instruct first-year clinical psychology doctoral students in publication ethics during a research seminar. The instructor models ethical decision-making with 1) a discussion of four cases from his own professional experiences and 2) a description of the Authorship Eligibility Assessment form, which he developed for use with junior researchers. The authors advocate for more educational strategies to supplement the APA standards in teaching the ethics of the publication process. Implications in terms of graduate student development and research collaborations in the field of professional psychology were discussed.

KEYWORDS:

• Authorship credit
• case-based learning
• ethical decision-making
• publication ethics
• semi-structured interview

DISCLOSURE STATEMENT

The authors have no relevant financial or non-financial interests to disclose.

ETHICS APPROVAL

This manuscript does not involve research with human subjects or animals.