Evaluation in RCR Training—Are You Achieving What You Hope For?

This Perspective addresses the value of, and realistic approaches to, incorporating formal evaluation processes in Responsible Conduct of Research (RCR) training. It comes from the experiences of a career that has combined: leading research teams and directing Ph.D. and M.D./Ph.D. training; teaching...

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Autor principal:	Richard McGee
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2014
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/73bc550d7e9a4885ad80119d5a9a24d0
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spelling	oai:doaj.org-article:73bc550d7e9a4885ad80119d5a9a24d02021-11-15T15:15:36ZEvaluation in RCR Training—Are You Achieving What You Hope For?10.1128/jmbe.v15i2.8531935-78851935-7877https://doaj.org/article/73bc550d7e9a4885ad80119d5a9a24d02014-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v15i2.853https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885This Perspective addresses the value of, and realistic approaches to, incorporating formal evaluation processes in Responsible Conduct of Research (RCR) training. It comes from the experiences of a career that has combined: leading research teams and directing Ph.D. and M.D./Ph.D. training; teaching RCR since it was first required by NIH; teaching evaluation methods to directors of RCR and research training programs; and serving as an external evaluator for RCR and research training programs. Approaches to evaluation are introduced, contrasting quantitative and qualitative evaluation methods, along with the differences between formative (process) and summative (outcome) evaluation. Practical and realistic approaches are presented, knowing that RCR programs seldom have the luxury of time and funding for extensive evaluation. Guidance is provided on how to make sure evaluation starts from and focuses on what the training is designed to achieve (in terms of knowledge, skills, attitudes, and behaviors) rather than just what activities are taking place or what information is being ‘delivered.’ Examples of evaluation questions that might be asked about RCR programs are provided, as well as approaches to answering them.Richard McGeeAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 15, Iss 2, Pp 117-119 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Richard McGee Evaluation in RCR Training—Are You Achieving What You Hope For?
description	This Perspective addresses the value of, and realistic approaches to, incorporating formal evaluation processes in Responsible Conduct of Research (RCR) training. It comes from the experiences of a career that has combined: leading research teams and directing Ph.D. and M.D./Ph.D. training; teaching RCR since it was first required by NIH; teaching evaluation methods to directors of RCR and research training programs; and serving as an external evaluator for RCR and research training programs. Approaches to evaluation are introduced, contrasting quantitative and qualitative evaluation methods, along with the differences between formative (process) and summative (outcome) evaluation. Practical and realistic approaches are presented, knowing that RCR programs seldom have the luxury of time and funding for extensive evaluation. Guidance is provided on how to make sure evaluation starts from and focuses on what the training is designed to achieve (in terms of knowledge, skills, attitudes, and behaviors) rather than just what activities are taking place or what information is being ‘delivered.’ Examples of evaluation questions that might be asked about RCR programs are provided, as well as approaches to answering them.
format	article
author	Richard McGee
author_facet	Richard McGee
author_sort	Richard McGee
title	Evaluation in RCR Training—Are You Achieving What You Hope For?
title_short	Evaluation in RCR Training—Are You Achieving What You Hope For?
title_full	Evaluation in RCR Training—Are You Achieving What You Hope For?
title_fullStr	Evaluation in RCR Training—Are You Achieving What You Hope For?
title_full_unstemmed	Evaluation in RCR Training—Are You Achieving What You Hope For?
title_sort	evaluation in rcr training—are you achieving what you hope for?
publisher	American Society for Microbiology
publishDate	2014
url	https://doaj.org/article/73bc550d7e9a4885ad80119d5a9a24d0
work_keys_str_mv	AT richardmcgee evaluationinrcrtrainingareyouachievingwhatyouhopefor
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Evaluation in RCR Training—Are You Achieving What You Hope For?

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