Effectiveness of RCR Instruction

RCR指令的有效性

• 批准号: 6547185
• 负责人: FRANCIS L. MACRINA
• 金额: $ 15万
• 依托单位: VIRGINIA COMMONWEALTH UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-09-30 至 2004-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6547185
• 关键词: behavioral /social science research tag; clinical research; decision making; education evaluation /planning; ethics; health science research analysis /evaluation; human subject; postdoctoral investigator; postgraduate education; questionnaires; training

DESCRIPTION (provided by the applicant): Despite an eleven-year history of mandated instruction in responsible conduct of research (RCR), little is known about the effectiveness of such training. The evaluation of RCR instruction has largely been limited to individual courses. Typically, instructors set course goals and objectives and use teaching tools to evaluate mastery of skills. There has been no systematic effort to determine if RCR instruction has measurable effects on awareness, attention, and behavioral judgments related to research ethics. To shed light on RCR instruction effectiveness, we shall conduct a national longitudinal study of biomedical, behavioral, and clinical research postdoctoral trainees supported by NIH F32 Fellowships. We shall use a 3-wave survey to measure awareness, attention to, and behavioral judgment pre- and post-RCR instruction in one core area of RCR content, authorship and publication practices. Our a 3-wave panel design will allow the measurement of the key dependent variables (awareness, attention, and behavioral decisions) prior to RCR instruction, shortly after RCR instruction, and then after a longer time has elapsed post-RCR instruction. We shall disseminate our findings and interpretations in the peer-reviewed literature and on the Internet. We believe that the results of our broad-based, systematic approach will provide a foundation for understanding RCR teaching effectiveness and for suggesting strategies to improve it. Although our study focuses solely on authorship and publication practices, we expect our approach will set the stage for parallel studies in other core topic areas.

描述（由申请人提供）：尽管在负责任的研究行为（RCR）的授权指令的十一年的历史，很少有人知道这种培训的有效性。 对RCR教学的评价主要限于个别课程。 通常，教师设定课程目标和目的，并使用教学工具来评估技能的掌握情况。 没有系统的努力来确定RCR指令是否对与研究伦理相关的意识，注意力和行为判断有可测量的影响。 为了阐明RCR教学的有效性，我们将在NIH F32奖学金的支持下，对生物医学、行为学和临床研究博士后学员进行一项全国性的纵向研究。 我们将使用3波调查来衡量RCR内容，作者和出版实践的一个核心领域的RCR教学前后的意识，注意力和行为判断。 我们的3波面板设计将允许在RCR指令之前，RCR指令之后不久，然后在RCR指令之后经过较长时间之后测量关键因变量（意识，注意力和行为决策）。 我们将在同行审查的文献和互联网上传播我们的调查结果和解释。我们相信，我们的广泛的，系统的方法的结果将提供一个基础，了解RCR教学效果，并提出策略，以提高它。虽然我们的研究只集中在作者和出版实践，我们希望我们的方法将设置在其他核心主题领域的平行研究的阶段。