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Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience
The emergence of predatory journals is a global threat for scientific integrity, particularly in under-resourced settings such as low- and middle-income countries (LMICs). A bilingual course on predatory publishing using a distance education approach was developed for Moroccan researchers as a respo...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Nature Singapore
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9868001/ http://dx.doi.org/10.1007/s40979-023-00122-7 |
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author | El Bairi, Khalid Fourtassi, Maryam El Fatimy, Rachid El Kadmiri, Nadia |
author_facet | El Bairi, Khalid Fourtassi, Maryam El Fatimy, Rachid El Kadmiri, Nadia |
author_sort | El Bairi, Khalid |
collection | PubMed |
description | The emergence of predatory journals is a global threat for scientific integrity, particularly in under-resourced settings such as low- and middle-income countries (LMICs). A bilingual course on predatory publishing using a distance education approach was developed for Moroccan researchers as a response to the imperative need for training on research ethics to implement good scientific practices. A cross-sectional survey-based study was conducted to evaluate outcomes after delivering two education sessions in both French and English. Before this course, 40% of participants indicated that they don’t verify journal quality before manuscript submission and most of them consider Scopus indexing and the impact factor as the best criteria for journal publication. Approximately 50% of surveyees did not have previous information on predatory journals before the webinar. Pressure to publish by supervisors, institutions of affiliation, or funding agencies, was noticed in 43.4% of participants. After the webinar course was delivered, remarkably, the proportion of participants with knowledge on predatory publishing was meaningfully increased from 48.9% to 81%. Importantly, 83.7% of participants indicated that they are motivated to share their new knowledge on predatory publishing with their colleagues. Moreover, the majority of respondents (73.8%) reported that publishing their research in predatory journals may damage their career and professional future. Promisingly, nearly a half or more of participants recommended the use of training based on distance education, surveillance of researchers by their mentors and affiliations, and social networks to increase awareness on predatory publishing. Almost all participants were satisfied with the content of the webinar. Trainers and research institutions in LMICs should benefit from the advent of distance education using webinar platforms to increase awareness on the issue of predatory publishing in their settings. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40979-023-00122-7. |
format | Online Article Text |
id | pubmed-9868001 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer Nature Singapore |
record_format | MEDLINE/PubMed |
spelling | pubmed-98680012023-01-23 Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience El Bairi, Khalid Fourtassi, Maryam El Fatimy, Rachid El Kadmiri, Nadia Int J Educ Integr Original Article The emergence of predatory journals is a global threat for scientific integrity, particularly in under-resourced settings such as low- and middle-income countries (LMICs). A bilingual course on predatory publishing using a distance education approach was developed for Moroccan researchers as a response to the imperative need for training on research ethics to implement good scientific practices. A cross-sectional survey-based study was conducted to evaluate outcomes after delivering two education sessions in both French and English. Before this course, 40% of participants indicated that they don’t verify journal quality before manuscript submission and most of them consider Scopus indexing and the impact factor as the best criteria for journal publication. Approximately 50% of surveyees did not have previous information on predatory journals before the webinar. Pressure to publish by supervisors, institutions of affiliation, or funding agencies, was noticed in 43.4% of participants. After the webinar course was delivered, remarkably, the proportion of participants with knowledge on predatory publishing was meaningfully increased from 48.9% to 81%. Importantly, 83.7% of participants indicated that they are motivated to share their new knowledge on predatory publishing with their colleagues. Moreover, the majority of respondents (73.8%) reported that publishing their research in predatory journals may damage their career and professional future. Promisingly, nearly a half or more of participants recommended the use of training based on distance education, surveillance of researchers by their mentors and affiliations, and social networks to increase awareness on predatory publishing. Almost all participants were satisfied with the content of the webinar. Trainers and research institutions in LMICs should benefit from the advent of distance education using webinar platforms to increase awareness on the issue of predatory publishing in their settings. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40979-023-00122-7. Springer Nature Singapore 2023-01-23 2023 /pmc/articles/PMC9868001/ http://dx.doi.org/10.1007/s40979-023-00122-7 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Original Article El Bairi, Khalid Fourtassi, Maryam El Fatimy, Rachid El Kadmiri, Nadia Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience |
title | Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience |
title_full | Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience |
title_fullStr | Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience |
title_full_unstemmed | Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience |
title_short | Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience |
title_sort | distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the moroccan experience |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9868001/ http://dx.doi.org/10.1007/s40979-023-00122-7 |
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