A practical, experiential course emphasis is the best predictor of effective research integrity training across learning outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? In meta-regression, a practical, experiential engagement with concrete ethical problems significantly predicted judgment-related learning (coefficient 1.10, p < .001). → Johannes Katsarov 2021 q3 i? A practical course emphasis also significantly predicted knowledge acquisition (coefficient 0.33, p < .05) and combined learning outcomes (coefficient 0.74, p < .001). → Johannes Katsarov 2021 (2)

Evidence¶

Johannes Katsarov 2021¶

Johannes Katsarov, Roberto Andorno, André Krom, Mariëtte van den Hoven. (2021). Effective Strategies for Research Integrity Training—a Meta-analysis. Educational Psychology Review (2022) 34:935–955. https://doi.org/10.1007/s10648-021-09630-9

q3 · i? · quant-synthesis · r?

Meta-regression of judgment-related effect sizes from the 30 included RCR studies; the best model explained 98% of between-groups variance (F = 20.70, p = 0.000). The article reports "a practical, experiential engagement with concrete ethical problems" as a significant positive predictor; Table 4 prints its coefficient as 1.10*** [0.79, 1.41], a meta-regression coefficient rather than a standardized effect size.

"A significant positive effect was found for a practical, experiential engagement with concrete ethical problems related to RCR. A significant negative effect was found for the number of teaching methods that were employed."

Johannes Katsarov 2021 (2)¶

Johannes Katsarov, Roberto Andorno, André Krom, Mariëtte van den Hoven. (2021). Effective Strategies for Research Integrity Training—a Meta-analysis. Educational Psychology Review (2022) 34:935–955. https://doi.org/10.1007/s10648-021-09630-9

q3 · i? · quant-synthesis · r3

Meta-regression pooling all 75 effect sizes (best model F = 8.62, p = 0.000, 95% of between-groups variance explained). Table 4 reports a practical-emphasis coefficient of 0.74*** [0.54, 0.95] for the combined outcomes; the coefficients are regression coefficients, not standardized effect sizes.

"Significant positive effects were found for a practical engagement with conc rete cases, for courses that did not teach ethical guidelines, and for courses of more than 5 h (in comparison to shorter courses)."

Discussion¶

Related Claims¶

• Knowledge acquisition in RCR training benefits from individualized learning and application of ethical guidelines, and is hindered by mandatory status and purely theoretical emphasis — related
• High-school students and researchers tended to learn more from RCR training than higher-education students and non-research professionals — related
• Not teaching ethical guidelines predicted better combined learning outcomes, while guideline coverage supported only knowledge — related
• Repeated practice and blended learning showed no advantage in RCR course effectiveness, failing to replicate prior review findings — related
• RCR courses produce a pooled mean effect of g = 0.52, with knowledge (0.64) and behavior (0.69) outcomes showing larger average effects than judgment (0.41) — related
• Learning outcome focus significantly moderates effects: knowledge outcomes benefit more than skills, attitudes, or ethics — related