America COMPETES at 5 years: An Analysis of Research-Intensive Universities' RCR Training Plans.
America COMPETES at 5 years: An Analysis of Research-Intensive Universities' RCR Training Plans.
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DOI：
10.1007/s11948-017-9883-5
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发表时间：
2018-03
影响因子：
3.7
通讯作者：
Heitman E
中科院分区：
文献类型：
--
作者：
Phillips T;Nestor F;Beach G;Heitman E
该项目评估了国家科学基金会(NSF)促进负责任的研究行为(RCR)教育的政策的影响。为了确定这一政策是否带来了有意义的RCR教育经验，我们的研究检查了个别大学为回应这一任务而制定的教学计划。我们利用被归类为卡内基“非常高的研究活动”的108所美国机构的样本，根据政策实施时已知的RCR教育方面的共识最佳实践，分析了所有公开可用的NSF RCR培训计划。我们发现，只有不到一半的大学制定了至少包含部分最佳实践的计划。更具体地说，只有31%的大学有不同职业阶段的内容和要求，只有1%的大学有不同学科的内容和要求；只有18%的大学要求所有班级的学员进行一些面对面的接触。事实上，一些学校只是简单地向本科生发放讲义。大多数大学(82%)的计划可以满足在线项目，如合作机构培训计划的RCR模块。NSF的政策要求大学制定RCR培训计划，但没有就培训的形式、范围、内容、持续时间或频率提供指导或要求，也不要求大学对其培训计划负责。我们的研究表明，这种措辞含糊的政策，以及缺乏问责，并没有为NSF资助的大多数本科生、研究生和博士后实习生带来有意义的教育经验。本文的在线版本(doi：10.1007/s11948-0179883-5)包含补充材料，可供授权用户使用。
This project evaluates the impact of the National Science Foundation's (NSF) policy to promote education in the responsible conduct of research (RCR). To determine whether this policy resulted in meaningful RCR educational experiences, our study examined the instructional plans developed by individual universities in response to the mandate. Using a sample of 108 U.S. institutions classified as Carnegie “very high research activity”, we analyzed all publicly available NSF RCR training plans in light of the consensus best practices in RCR education that were known at the time the policy was implemented. We found that fewer than half of universities developed plans that incorporated at least some of the best practices. More specifically, only 31% of universities had content and requirements that differed by career stage, only 1% of universities had content and requirements that differed by discipline; and only 18% of universities required some face-to-face engagement from all classes of trainees. Indeed, some schools simply provided hand-outs to their undergraduate students. Most universities (82%) had plans that could be satisfied with online programs such as the Collaborative Institutional Training Initiative's RCR modules. The NSF policy requires universities to develop RCR training plans, but provides no guidelines or requirements for the format, scope, content, duration, or frequency of the training, and does not hold universities accountable for their training plans. Our study shows that this vaguely worded policy, and lack of accountability, has not produced meaningful educational experiences for most of the undergraduate students, graduate students, and post-doctoral trainees funded by the NSF. The online version of this article (doi:10.1007/s11948-017-9883-5) contains supplementary material, which is available to authorized users.
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DOI：
10.1097/acm.0b013e318260fe5c
发表时间：
2012-09
期刊：
Academic medicine : journal of the Association of American Medical Colleges
影响因子：
--
作者：
Resnik DB;Dinse GE
通讯作者：
Dinse GE
影响因子：
7.4
作者：
Bulger, Ruth Ellen;Heitman, Elizabeth
通讯作者：
Heitman, Elizabeth
影响因子：
3.9
作者：
DuBois, James M.;Schilling, Debie A.;Kon, Alexander A.
通讯作者：
Kon, Alexander A.
影响因子：
2
作者：
Mumford, Michael D.;Steele, Logan;Watts, Logan L.
通讯作者：
Watts, Logan L.