Dean Emeritus, University of Illinois at Chicago College of Dentistry, Chicago, Illinois, USA.
Associate Dean for Academic Affairs, University of Pittsburgh School of Dental Medicine, Pittsburgh, Pennsylvania, USA.
J Dent Educ. 2021 Apr;85(4):562-568. doi: 10.1002/jdd.12491. Epub 2020 Nov 28.
This study aimed to validate the learning effectiveness of an instructional module in helping first-year dental students and international graduate advanced standing students learn to avoid plagiarism in their scientific writing.
The module was administered to a total of 226 first year dental students (157 at the University of Pittsburgh, in 2018 and 2019; 69 at the University of Illinois at Chicago, in 2019), and a total of 102 international graduate advanced standing students at the University of Illinois at Chicago, in 2019 and 2020. Psychometric analysis of the module's test items confirmed reliability and validity.
An independent sample t-test performed on the module pretest scores determined that the first -year dental students entered their programs with more knowledge about plagiarism than the international graduate advanced standing students. Mean differences were calculated between pretest and posttest scores for each group and indicated that the module was equally effective at helping both groups learn to avoid plagiarism. An independent sample t-test compared the posttest mean scores of the 2 groups and determined that the first -year students achieved a greater learning outcome from the module. An independent sample t-test for Equality of Means with Levene's Test for Equality of Variances were performed to compare the mean differences between posttest and pretest scores for the 2 groups. These tests indicated that the 2 groups learned to avoid plagiarism at the same rate.
The instructional module proved to be valid, reliable, effective, and time-efficient in improving student knowledge about avoiding plagiarism.
本研究旨在验证教学模块在帮助牙科学一年级学生和国际研究生高级进修生学习避免科学写作中抄袭方面的学习效果。
该模块共向 226 名牙科学一年级学生（2018 年和 2019 年，157 名在匹兹堡大学；2019 年，69 名在伊利诺伊大学芝加哥分校）和 2019 年和 2020 年在伊利诺伊大学芝加哥分校的 102 名国际研究生高级进修生提供。对模块测试项目进行心理测量分析证实了可靠性和有效性。
对模块前测成绩进行独立样本 t 检验确定，牙科学一年级学生进入课程时对抄袭的了解多于国际研究生高级进修生。对每个群体的前测和后测成绩进行均值差异计算，表明该模块对两组学生都同样有效，帮助他们学习避免抄袭。对两组的后测平均分数进行独立样本 t 检验，确定一年级学生从模块中获得了更大的学习成果。对后测和前测分数进行两组之间的均值差异的独立样本 t 检验，进行了 Levene 检验方差齐性的独立样本 t 检验。这些检验表明，两组学生以相同的速度学习避免抄袭。
教学模块在提高学生避免抄袭的知识方面被证明是有效、可靠、高效和省时的。
