دورية أكاديمية
Validation of an instructional module to help dental students learn to avoid plagiarism.
| العنوان: | Validation of an instructional module to help dental students learn to avoid plagiarism. |
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| المؤلفون: | Graham BS; Dean Emeritus, University of Illinois at Chicago College of Dentistry, Chicago, Illinois, USA., O'Donnell JA; Associate Dean for Academic Affairs, University of Pittsburgh School of Dental Medicine, Pittsburgh, Pennsylvania, USA., Roucka TM; Associate Dean for Academic Affairs, University of Illinois at Chicago, Chicago, Illinois, USA., Sullivan TP; Registrar, University of Illinois at Chicago, Chicago, Illinois, USA., Viana MGC; Department of Orthodontics, University of Illinois at Chicago College of Dentistry, Chicago, Illinois, USA. |
| المصدر: | Journal of dental education [J Dent Educ] 2021 Apr; Vol. 85 (4), pp. 562-568. Date of Electronic Publication: 2020 Nov 28. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Wiley-Blackwell Country of Publication: United States NLM ID: 8000150 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1930-7837 (Electronic) Linking ISSN: 00220337 NLM ISO Abbreviation: J Dent Educ Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: 2020- : Hoboken, NJ : Wiley-Blackwell Original Publication: [Washington, etc.] American Assn. of Dental Schools. |
| مواضيع طبية MeSH: | Plagiarism* , Students, Dental*, Chicago ; Humans ; Learning ; Reproducibility of Results |
| مستخلص: | Objective: This study aimed to validate the learning effectiveness of an instructional module in helping first-year dental students and international graduate advanced standing students learn to avoid plagiarism in their scientific writing. Method: The module was administered to a total of 226 first year dental students (157 at the University of Pittsburgh, in 2018 and 2019; 69 at the University of Illinois at Chicago, in 2019), and a total of 102 international graduate advanced standing students at the University of Illinois at Chicago, in 2019 and 2020. Psychometric analysis of the module's test items confirmed reliability and validity. Results: An independent sample t-test performed on the module pretest scores determined that the first -year dental students entered their programs with more knowledge about plagiarism than the international graduate advanced standing students. Mean differences were calculated between pretest and posttest scores for each group and indicated that the module was equally effective at helping both groups learn to avoid plagiarism. An independent sample t-test compared the posttest mean scores of the 2 groups and determined that the first -year students achieved a greater learning outcome from the module. An independent sample t-test for Equality of Means with Levene's Test for Equality of Variances were performed to compare the mean differences between posttest and pretest scores for the 2 groups. These tests indicated that the 2 groups learned to avoid plagiarism at the same rate. Conclusions: The instructional module proved to be valid, reliable, effective, and time-efficient in improving student knowledge about avoiding plagiarism. (© 2020 American Dental Education Association.) |
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| فهرسة مساهمة: | Keywords: dental education; dental students; educational techniques; plagiarism; teaching method |
| تواريخ الأحداث: | Date Created: 20201129 Date Completed: 20210420 Latest Revision: 20210420 |
| رمز التحديث: | 20221213 |
| DOI: | 10.1002/jdd.12491 |
| PMID: | 33249592 |
| قاعدة البيانات: | MEDLINE |
| تدمد: | 1930-7837 |
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| DOI: | 10.1002/jdd.12491 |