Over the last three decades education in responsible conduct of research (RCR) has received increasing scholarly attention. A variety of RCR courses was developed, but the question of how to improve the impact of these courses remains. In this article the authors present a meta-analytic path analysis, which they use to test a predictive model of RCR course effectiveness.
Drawing on the data of 235 RCR courses, they conclude that there is not one “best approach” to ethics instruction in science. ‘However, focusing on a few instructional characteristics demonstrating particularly strong effects can make all the difference between implementing a highly effective program or a mediocre one.’ Note that this article is especially of interest to course developers and instructors.
Title: Modeling the Instructional Effectiveness of Responsible Conduct of Research Education: A Meta-Analytic Path-Analysis
Authors: Watts, LL, Mulhearn, TJ, Medeiros, KE, Steele, LM, Connelly, S, Mumford, MD