Perceptions of research integrity and open science practices: a survey of Brazilian dental researchers
Bibliographic record
Abstract
The objective of this study was to evaluate Brazilian dental researchers' perceptions of research integrity and open science practices, as well as their perceptions of the way researchers are evaluated for promotion, hiring, and receiving grants. In a self-administered online survey, the respondents were presented with 3 questions on researcher evaluation in Brazil. Additionally, for 25 academic activities or characteristics, researchers rated their perceived importance for a) career advancement, b) science advancement, c) personal satisfaction, and d) social impact. The questionnaire was sent to a total of 2,179 dental researchers working in graduate programs in dentistry in Brazil. Multilevel regressions were performed to statistically confirm the differences between the predefined subgroups. Three hundred and fifty-five (16%) researchers completed the survey. Most respondents (96.1%) considered the current evaluation system to be flawed and indicated the need for improvement. Non-traditional activities were considered more important than traditional ones for science advancement (p < 0.01), and social impact (p < 0.01), whereas traditional activities were perceived to be more important only for career advancement (p < 0.01). Although Brazilian dental researchers recognize the value of open science and research integrity practices for science advancement and impact on society, they perceive that the current evaluation system emphasizes traditional activities, such as publishing many papers in well-recognized journals as criteria for advancing their careers.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.178 | 0.090 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.009 |
| Science and technology studies | 0.002 | 0.019 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.004 | 0.003 |
| Research integrity | 0.001 | 0.008 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".