Antes Alison L, DuBois James M
Division of General Medical Sciences, Washington University School of Medicine, St. Louis, MO 63110.
J Microbiol Biol Educ. 2014 Dec 15;15(2):108-16. doi: 10.1128/jmbe.v15i2.852. eCollection 2014 Dec.
Efforts to advance research integrity in light of concerns about misbehavior in research rely heavily on education in the responsible conduct of research (RCR). However, there is limited evidence for the effectiveness of RCR instruction as a remedy. Assessment is essential in RCR education if the research community wishes to expend the effort of instructors, students, and trainees wisely. This article presents key considerations that instructors and course directors must consider in aligning learning objectives with instructional methods and assessment measures, and it provides illustrative examples. Above all, in order for RCR educators to assess outcomes more effectively, they must align assessment to their learning objectives and attend to the validity of the measures used.
鉴于对研究行为不当的担忧，推进研究诚信的努力在很大程度上依赖于科研行为责任（RCR）教育。然而，几乎没有证据表明RCR指导作为一种补救措施是有效的。如果研究界希望明智地投入教师、学生和受训人员的精力，那么评估在RCR教育中至关重要。本文提出了教师和课程主任在使学习目标与教学方法和评估措施保持一致时必须考虑的关键因素，并提供了示例。最重要的是，为了使RCR教育工作者更有效地评估结果，他们必须使评估与学习目标保持一致，并关注所使用措施的有效性。
