Alessandro Martinino, Justin Ho, Victoria Zecchin Ferrara, Tena Matolić, Steven D Wexner, Sjaak Pouwels, Frank W J M Smeenk
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The video received consistently high ratings across both EDUCATOOL questionnaires, with participants finding it highly relevant, engaging, and satisfactory.</p><p><strong>Conclusion: </strong>Our Delphi-validated video enhances understanding of predatory journals and could complement U.S. NIH training guidelines.</p>","PeriodicalId":50927,"journal":{"name":"Accountability in Research-Policies and Quality Assurance","volume":" ","pages":"1-22"},"PeriodicalIF":4.0000,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evaluating the effectiveness of a Delphi-validated educational video in enhancing awareness and understanding of predatory journals among residents and medical students.\",\"authors\":\"Alessandro Martinino, Justin Ho, Victoria Zecchin Ferrara, Tena Matolić, Steven D Wexner, Sjaak Pouwels, Frank W J M Smeenk\",\"doi\":\"10.1080/08989621.2025.2522261\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>This study seeks to assess the impact of a Delphi-validated educational video on improving comprehension of predatory journals among medical students and residents.</p><p><strong>Methodology: </strong>Participants completed pre-video (11 questions) and post-video (19 questions) questionnaires on the same day after viewing our Delphi-validated video, with a subsequent follow-up assessment 30 days later (19 questions). 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引用次数: 0
摘要
背景：本研究旨在评估德尔菲验证的教育视频对提高医学生和住院医师对掠夺性期刊的理解的影响。方法：参与者在观看我们的delphi验证视频后的同一天完成视频前（11个问题）和视频后（19个问题）问卷，并在30天后进行后续评估（19个问题）。三个评估中的每一个都包括一组核心问题，重点关注掠夺性期刊。此外，两个视频后评估都纳入了EDUCATOOL问卷。结果：共64人（83人）完成调查，其中医学生51人（79.6%），住院医师13人（20.3%）。使用Wilcoxon检验的分析表明，自我感知知识从视频前到视频后增加（4 vs 8, p p = 0.38）。评估分数也出现了类似的趋势，总分增加（7 vs 14.5, p = 0.92）。该视频在两次EDUCATOOL问卷调查中都获得了很高的评价，参与者认为它高度相关，引人入胜，令人满意。结论：我们的delphi验证视频增强了对掠夺性期刊的理解，可以补充美国NIH培训指南。
Evaluating the effectiveness of a Delphi-validated educational video in enhancing awareness and understanding of predatory journals among residents and medical students.
Background: This study seeks to assess the impact of a Delphi-validated educational video on improving comprehension of predatory journals among medical students and residents.
Methodology: Participants completed pre-video (11 questions) and post-video (19 questions) questionnaires on the same day after viewing our Delphi-validated video, with a subsequent follow-up assessment 30 days later (19 questions). Each of the three assessments included a core set of questions focused on predatory journals. Additionally, both post-video assessments incorporated the EDUCATOOL questionnaire.
Results: A total of 64 participants completed the survey (from a total of 83), including 51 medical students (79.6%) and 13 residents (20.3%). Analyses using Wilcoxon tests indicated that self-perceived knowledge increased from pre- to post-video (4 vs 8, p < 0.0001) and remained stable at 30 days (8 vs 7, p = 0.38). A similar trend was seen in assessment scores, with the Total Score increasing (7 vs 14.5, p < 0.0001) and sustaining at 30 days (14.5 vs 13, p = 0.92). The video received consistently high ratings across both EDUCATOOL questionnaires, with participants finding it highly relevant, engaging, and satisfactory.
Conclusion: Our Delphi-validated video enhances understanding of predatory journals and could complement U.S. NIH training guidelines.
期刊介绍：
Accountability in Research: Policies and Quality Assurance is devoted to the examination and critical analysis of systems for maximizing integrity in the conduct of research. It provides an interdisciplinary, international forum for the development of ethics, procedures, standards policies, and concepts to encourage the ethical conduct of research and to enhance the validity of research results.
The journal welcomes views on advancing the integrity of research in the fields of general and multidisciplinary sciences, medicine, law, economics, statistics, management studies, public policy, politics, sociology, history, psychology, philosophy, ethics, and information science.
All submitted manuscripts are subject to initial appraisal by the Editor, and if found suitable for further consideration, to peer review by independent, anonymous expert referees.
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