Outcomes assessment of role-play scenarios for teaching responsible conduct of research

• Main Authors: SEILER, Stephanie N., BRUMMEL, Bradley J., ANDERSON, Kerri L., KIM, Kyoung Jin, WEE, Serena G., GUNSALUS, C. K., LOUI, Michael C.
• Format: text
• Language: English
• Published: Institutional Knowledge at Singapore Management University 2011
• Subjects: role-play; assessment; responsible conduct of research; Higher Education; Psychology
• Online Access: https://ink.library.smu.edu.sg/soss_research/1064; https://ink.library.smu.edu.sg/context/soss_research/article/2320/viewcontent/auto_convert.pdf
• Institution: Singapore Management University

We describe the summative assessment of role-play scenarios that we previously developed to teach central topics in the responsible conduct of research (RCR) to graduate students in science and engineering. Interviews with role-play participants, with participants in a case discussion training session, and with untrained students suggested that role-playing might promote a deeper appreciation of RCR by shifting the focus away from wanting to simply “know the rules.“ We also present the results of a think-aloud case analysis study and describe the development of a behaviorally-anchored rating scale (BARS) to assess participants' case analysis performance.