13 - Successful Revision of a Course on the Responsible Conduct of Research for Biomedical Graduate Students

Background: : Since 1990, National Research Service Award institutional grant applications have been required to describe the formal and informal instructional activities related to the responsible conduct of research (RCR). The policy was updated in 2022 with recommendations for the format, frequency, timing, and topics of RCR instruction.

Program

Description: : From Fall 2006 to Spring 2022, our institution offered RCR training specifically for school of medicine graduate students twice a year to meet the 8-hour requirement of in-person RCR instruction. In Fall 2022, a new multifaceted formal course was developed to meet the new federal policy requirements. Running over 6 weeks, the course combines online and in-person educational activities. Prior to attendance at the weekly 1.5 hour in-person session, students complete online activities including asynchronous lectures, readings, and/or surveys that inform the in-person discussion. In-person sessions are facilitated by research faculty members with expertise in specific RCR topics. Live sessions involve didactic content and group discussion of cases/scenarios. Following the live session, students engage in an online discussion board reflecting on cases or articles relevant to the topic. The online learning platform includes resources for further learning. The course is assessed with weekly and end-of-course evaluations.

Program

Assessment: : Following successful launch in 2022, the RCR course has been offered annually and it is a required course for first-year students of 11 PhD program. RCR training is a requirement for graduation. Most recently, in Fall 2024, 121 students attended the course. Of the 111 respondents (92%) on the course evaluation, 69 (63%) found it very effective or extremely effective in achieving the course’s learning goals (Likert scale: 0=Not at all effective to 5=extremely effective; average rating 3.8 out of 5). Average ratings of the effectiveness of pre-course materials for understanding key concepts were: Mentoring and collaboration (4.4), Scientist as Responsible Member of Society (4.1), Data Management (4.2), Publication Ethics (4.4), Conflict of Interest (4.3), Research Involving Human and Animal Research Subjects (4.3). Average ratings of the effectiveness of the classroom session in obtaining the week’s learning objectives were: Mentoring and collaboration (4.6), Scientist as Responsible Member of Society (4.1), Data Management (4.2), Publication Ethics (4.7), Conflict of Interest (4.5), Research Involving Human and Animal Research Subjects (4.3).

Limitations:: One limitation of the program is the lack of a comparison group; comparison of student feedback by training program could improve effectiveness. A second concern is testing effect--whether students tended to pick the same rating each week, but ratings have shown variability. Evaluations are anonymous, decreasing the motivation to rate the course positively if that was not the true opinion. Lastly, student satisfaction with the course effectiveness does not measure their actual research behavior.

Discussion: : The curriculum is endorsed by school leadership and revised based on student feedback and new issues in biomedical research. The format of online learning (e-lectures, videos, electronic readings, peer discussion groups) and discussions of cases and dilemmas led by role model researchers provides a vibrant learning experience in RCR concepts. Enhancements under consideration include small breakout discussion groups during synchronous sessions, flipped classroom presentations, and inter-institutional comparison of course structure and efficacy through database sharing of student feedback. The current combination of educational methods to engage adult learners should serve as a useful model for other institutions.