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Validation of an instructional module to help dental students learn to avoid plagiarism
Author(s) -
Graham Bruce S.,
O'Donnell Jean A.,
Roucka Toni M.,
Sullivan Timothy P.,
Viana M. Grace Costa
Publication year - 2021
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/jdd.12491
Subject(s) - test (biology) , psychology , mathematics education , medical education , sample (material) , graduate students , dental education , reliability (semiconductor) , medicine , power (physics) , physics , quantum mechanics , paleontology , chemistry , chromatography , biology
Abstract 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.