Authorship and publication practices: evaluation of the effect of responsible conduct of research instruction to postdoctoral trainees.
Authorship and publication practices: evaluation of the effect of responsible conduct of research instruction to postdoctoral trainees.
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DOI：
10.1080/08989620701670187
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发表时间：
2007-10-01
期刊：
影响因子：
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通讯作者：
Macrina, Francis L
中科院分区：
文献类型：
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作者：
Funk, Carolyn L;Barrett, Kirsten A;Macrina, Francis L
我们研究了由NIH F32奖学金资助的博士后学员，以测试在作者身份和出版实践领域负责任的研究行为（RCR）教育的有效性。我们采用了为期两年的三波电话和在线调查设计，以测试完成RCR教育前后的个人变化。总的来说，主题的答复表明对出版中的标准和做法有明确的认识。然而，我们的研究结果并没有表明RCR教育在这一组中显著提高了研究中测量的道德适当行为反应的水平。同样，我们也没有看到提高对作者身份和出版实践的道德准则的认识或关注的显著效果。我们对这些无效发现的解释受到我们的受试者队列的重要发表经验的影响。在这种情况下，我们提出了对这些无效发现的可能解释。最重要的是，我们并不认为我们的研究结果反对继续进行RCR教育。相反，我们认为，我们的数据强调了在开发RCR课程时，注意学生背景和经验，仔细阐明课程目标和目的的重要性。
We have studied postdoctoral trainees funded by NIH F32 fellowship awards in order to test the effectiveness of responsible conduct of research (RCR) education in the areas of authorship and publication practices. We used a 3-wave telephone and on-line survey design, conducted over a period of two years, in order to test for individual change before and after completing RCR education. Overall the responses of the subjects suggested a clear awareness of standards and practices in publication. However, our results failed to suggest that RCR education in this group significantly increased the level of ethically appropriate behavioral responses measured in the study. Similarly we saw no significant effect on increasing awareness of or attention to ethical guidelines about authorship and publication practices. Our interpretation of these null findings was influenced by the significant publication experience of our cohort of subjects. We forward possible explanations for these null findings in this context. Most importantly, we do not suggest that our results argue against continued instruction in RCR education. Instead, we believe our data reinforce the importance of careful articulation of course goals and objectives with attention to the background and experience of the student audience when developing RCR curricula.