TY - JOUR

T1 - Effective Strategies for Research Integrity Training—a Meta-analysis

AU - Katsarov, Johannes

AU - Andorno, Roberto

AU - Krom, André

AU - van den Hoven, Mariëtte

N1 - Open Access funding provided by Universität Zürich. This research was supported by the European Union’s Horizon 2020 Research and Innovation Programme [grant no. 824586].

PY - 2022/6/1

Y1 - 2022/6/1

N2 - This article reviews educational efforts to promote a responsible conduct of research (RCR) that were reported in scientific publications between 1990 and early 2020. Unlike previous reviews that were exploratory in nature, this review aimed to test eleven hypotheses on effective training strategies. The achievement of different learning outcomes was analyzed independently using moderator analysis and meta-regression, whereby 75 effect sizes from 30 studies were considered. The analysis shows that the achievement of different learning outcomes ought to be investigated separately. The attainment of knowledge strongly benefited from individualized learning, as well as from the discussion and practical application of ethical standards. Contrarily, not covering ethical standards tended to be a feature of successful courses, when looking at other learning outcomes. Overall, experiential learning approaches where learners were emotionally involved in thinking about how to deal with problems were most effective. Primarily intellectual deliberation about ethical problems, often considered the “gold standard” of ethics education, was significantly less effective. Several findings from previous reviews, e.g., the preferability of mono-disciplinary groups, could not be replicated with multivariate analysis. Several avenues for future research efforts are suggested to advance knowledge on the effectiveness of research integrity training.

AB - This article reviews educational efforts to promote a responsible conduct of research (RCR) that were reported in scientific publications between 1990 and early 2020. Unlike previous reviews that were exploratory in nature, this review aimed to test eleven hypotheses on effective training strategies. The achievement of different learning outcomes was analyzed independently using moderator analysis and meta-regression, whereby 75 effect sizes from 30 studies were considered. The analysis shows that the achievement of different learning outcomes ought to be investigated separately. The attainment of knowledge strongly benefited from individualized learning, as well as from the discussion and practical application of ethical standards. Contrarily, not covering ethical standards tended to be a feature of successful courses, when looking at other learning outcomes. Overall, experiential learning approaches where learners were emotionally involved in thinking about how to deal with problems were most effective. Primarily intellectual deliberation about ethical problems, often considered the “gold standard” of ethics education, was significantly less effective. Several findings from previous reviews, e.g., the preferability of mono-disciplinary groups, could not be replicated with multivariate analysis. Several avenues for future research efforts are suggested to advance knowledge on the effectiveness of research integrity training.

KW - Ethics education

KW - Meta-analysis

KW - Meta-regression

KW - RCR

KW - Research integrity

KW - Management studies

UR - http://www.scopus.com/inward/record.url?scp=85113622875&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/9ff83103-da88-37f3-abc1-963388affcac/

U2 - 10.1007/s10648-021-09630-9

DO - 10.1007/s10648-021-09630-9

M3 - Journal articles

AN - SCOPUS:85113622875

VL - 34

SP - 935

EP - 955

JO - Educational Psychology Review

JF - Educational Psychology Review

SN - 1040-726X

IS - 2

ER -