One crucial role for a mentor is to assist the trainee in understanding and adhering to the standards of conduct within his or her profession. Within a small research group, this can often happen through example, impromptu counsel, and the free-flowing exchange of thoughts and ideas. But today many research groups are too large or competitive for this to occur. Whether or not this change in scale has impeded the extent to which new scientists become aware of prevailing standards of conduct, it appears that issues of responsible conduct are not discussed frequently enough.

For better or worse, whether by personal habit or increased demands, the current default method of teaching the traditions and standards of science is by unwitting and serendipitous example. Unfortunately, without discussion of ethical principles and the purposeful assurance that everyone is included, this approach to training is seriously flawed. The principles of decision-making are not explicit and are therefore open to interpretation (and misinterpretation), and many important roles of scientists (e.g., peer review or negotiating collaborations) are not observed by the trainee. The available evidence strongly argues against relying on this approach to training.

The importance of mentoring for training in the responsible conduct of research has been recognized in several national reports on the integrity of research. For example, a report from the Institute of Medicine (1989) noted the importance of mentors and specifically recommended that departments and research units should monitor the supervision and training of young scientists to insure that it is adequate. In 1992, a Panel on Scientific Responsibility and the Conduct of Research concluded that "Research mentors ... are responsible for defining, explaining, exemplifying, and requiring adherence to the value systems of their institutions." Similarly, a more recent report emphasized the importance of continued mentoring for postdoctoral researchers (Committee on Science, Engineering, and Public Policy, 2000).

Responsible conduct is more than the desire to do the right thing or the reading of relevant regulations and publications. It is also important that trainees recognize the wide range of accepted practices, and that some of these practices may be preferable to others. Furthermore, trainees need to understand that acting responsibly depends on an appreciation that standards can vary between and within disciplines, can change over time, and in some cases are not yet clearly defined. For trainees to understand the varied and evolving nature of these standards, it is necessary that experienced scientists clearly convey their understanding of accepted practices in the conduct of research.