Mono-disciplinary RCR courses were not more effective than multi-domain courses, contradicting prior reviews¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Courses offered to single-domain groups of learners were not more effective than courses offered to learners from multiple domains. → Johannes Katsarov 2021

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 · r2

Hypothesis H6 tested via multivariate meta-regression in the 30-study sample; the article reports no significant mono-disciplinarity advantage, and the moderator analysis (Table 3) shows mixed-domain orientation Mg = 0.62 versus single-domain 0.44. No standardized effect size is printed for the regression contrast.

"Unexpectedly, courses that were offered to single-domain groups of learners were not more effective than courses offered to groups of learners from multiple domains."

Discussion¶

Related Claims¶

• Repeated practice and blended learning showed no advantage in RCR course effectiveness, failing to replicate prior review findings — related
• The majority of published RCR education evaluations use measures without reported validation evidence — related
• Fifteen unique RCR outcome measures with supporting validation evidence were identified, all covering research integrity but only ten covering research ethics — related
• Most validated RCR measures assess a single learning outcome, with attitudes most common and only four measures testing knowledge — related
• High-school students and researchers tended to learn more from RCR training than higher-education students and non-research professionals — 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) — a broader claim this one bears on