title: Outcomes assessment of role-play scenarios for teaching responsible conduct of research.
abstract: 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.
authors.affiliation: Department of Psychology, University of Illinois at Urbana-Champaign, USA.
authors.forename: Stephanie N
authors.initials: SN
authors.lastname: Seiler
authors.forename: Bradley J
authors.initials: BJ
authors.lastname: Brummel
authors.forename: Kerri L
authors.initials: KL
authors.lastname: Anderson
authors.forename: Kyoung Jin
authors.initials: KJ
authors.lastname: Kim
authors.forename: Serena
authors.initials: S
authors.lastname: Wee
authors.forename: C K
authors.initials: CK
authors.lastname: Gunsalus
authors.forename: Michael C
authors.initials: MC
authors.lastname: Loui
mesh_terms: D000328:Adult; D032984:Ethics, Research; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D017063:Outcome Assessment, Health Care; D010380:Peer Review; D012381:Role Playing; D013334:Students; D013663:Teaching / Q000379:methods*; D055815:Young Adult