BACKGROUND Structured training in research integrity, research ethics and responsible conduct of research is one strategy to reduce research misconduct and strengthen reliability of and trust in scientific evidence. However, how researchers develop their sense of integrity is not fully understood. We examined the factors and circumstances that shape researchers' understanding of research integrity. METHODS This study draws insights from in-depth, semi-structured interviews with 33 researchers in the life sciences and medicine, representing three seniority levels across five research universities in Switzerland. RESULTS The results of this study indicate that early education, moral values inculcated by the family and participation in team sports were the earliest influences on notions of honesty, integrity and fairness among researchers. Researchers' personality traits, including degree of ambition and internal moral compass, were perceived as critical in determining the importance they attributed to conducting research with high ethical standards. Positive and negative experiences in early research life also had a significant impact on their views regarding research integrity. Two thirds of the study participants had not received any formal training in research integrity. Their awareness of training opportunities at their institutions was also limited. CONCLUSION Age-appropriate development of honesty and integrity starts as early as primary education. Research integrity training should be offered from the bachelors level and continue throughout the entire professional life of researchers. Although these courses may not imbue researchers with integrity itself, they are essential to improving the research culture, reinforcing integrity norms, and discouraging researchers who lack personal integrity from engaging in research misconduct.

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研究人员如何获得和发展研究完整性的概念？瑞士生物医学研究人员的定性研究。

背景技术对研究完整性，研究道德和负责任的研究行为进行结构化培训是减少研究不端行为并增强科学证据的可靠性和信任度的一种策略。但是，研究人员如何发展他们的诚信意识尚未完全了解。我们研究了影响研究人员对研究完整性的理解的因素和情况。方法该研究从对生命科学和医学领域的33名研究人员的深入，半结构化访谈中得出了见解，这些访谈代表了瑞士五所研究型大学的三个资历等级。结果这项研究的结果表明，早期教育，家庭灌输的道德价值观以及参加团队运动是最早影响研究人员诚实，正直和公平观念的因素。研究人员的性格特征，包括抱负程度和内在道德指南针，被认为对确定他们归因于高道德标准的研究的重要性至关重要。早期研究生活中的正面和负面经验也对他们关于研究完整性的观点产生了重大影响。三分之二的研究参与者未接受过任何有关研究完整性的正式培训。他们对自己机构培训机会的认识也很有限。结论诚实和正直的年龄发展早于初等教育。应从学士级别提供研究完整性培训，并在研究人员的整个职业生涯中继续进行。尽管这些课程可能不会给研究人员本身带来诚信，