DiLorenzo Terry A, Becker-Fiegeles Jill, Gibelman Margaret
a Stern College for Women, Yeshiva University , New York , New York , USA.
Account Res. 2014;21(3):143-58. doi: 10.1080/08989621.2014.847659.
In this mixed-method study of education in the responsible conduct of research (RCR) in psychology, phase one survey respondents (n = 141) reported that faculty and students were familiar with RCR standards and procedures to educate them were believed to be adequate. However, educational methods varied widely. In phase two, seven survey respondents completed in-depth interviews assessing RCR training and education and research review procedures. Educational methods through which RCR content was presented included the following ones: traditional (lectures), technical (web-based), and experiential (internships), but RCR was often minimally considered in the formal curriculum. Our results suggest that psychology training programs might benefit from more formal consideration of RCR education and training in the curriculum.
在这项关于心理学领域负责任研究行为（RCR）教育的混合方法研究中，第一阶段的调查受访者（n = 141）报告称，教师和学生熟悉RCR标准，且认为用于教育他们的程序是足够的。然而，教育方法差异很大。在第二阶段，七位调查受访者完成了评估RCR培训与教育以及研究审查程序的深度访谈。呈现RCR内容的教育方法包括以下几种：传统方法（讲座）、技术方法（基于网络）和体验式方法（实习），但在正式课程中，RCR往往很少被考虑。我们的结果表明，心理学培训项目可能会从课程中对RCR教育和培训进行更正式的考量中受益。
