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Büyüksoy GD, Özdil K, Çatıker A. Is there a relationship between nursing students' perceptions of dishonesty and attitudes towards medical errors? NURSE EDUCATION TODAY 2024; 139:106233. [PMID: 38703535 DOI: 10.1016/j.nedt.2024.106233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Revised: 03/13/2024] [Accepted: 04/29/2024] [Indexed: 05/06/2024]
Abstract
BACKGROUND Understanding nursing students' perceptions of dishonesty and their attitudes towards medical errors is crucial for nurse educators. OBJECTIVES This study aimed to examine the relationship between nursing students' perceptions of dishonesty and their attitudes towards medical errors. DESIGN This study is descriptive and correlational research. The sample size consisted of 230 nursing students in a Department of Nursing at Kırşehir Ahi Evran University Faculty of Health Sciences in Turkey during the 2022-2023 academic year. The data was collected between May 15-31, 2023. RESULTS A statistically significant correlation was observed between the total score of the Nursing Student Perceptions of Dishonesty Scale, and the Medical Errors Attitude Scale (p < 0.05). There was a positive and weak correlation between the MEAS scale score and the cheating (r = 0.284, p < 0.05), sabotage (r = 0.275, p < 0.05), perjury (r = 0.308, p < 0.05), non-compliance (r = 0.309, p < 0.05), and stealing (r = 0.359, p < 0.05) sub dimension score, and a positive and very weak correlation between the MEAS score and the sub dimension of not my problem score (r = 0.182, p < 0.05). The perceptions of dishonesty explain 15 % of the attitude towards medical errors (F = 4.563, p < 0.001). CONCLUSIONS In this study, a significant relationship was observed between nursing students' perceptions of dishonesty and their attitudes towards medical errors. Specifically, as the perception of dishonesty increased, there was a positive change in attitudes towards medical errors. These results offer nurse educators valuable insights into the impact of academic dishonesty on the development of medical error attitudes among student nurses throughout their nursing education and beyond.
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Affiliation(s)
- Gizem Deniz Büyüksoy
- Department of Nursing, Kırşehir Ahi Evran University Faculty of Health Sciences, Kırşehir, Turkey.
| | - Kamuran Özdil
- Aged Care Program, Nevsehir Haci Bektaş Veli University, Health Services Vocational School, Nevsehir, Turkey.
| | - Aslıhan Çatıker
- Department of Nursing, Ordu University Faculty of Health Sciences, Ordu, Turkey.
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Perera R, Zaharic T. Is it OK if I cheat? Implementation of, and student response to, iterative change in an undergraduate medical degree high stakes OSCE due to issues of academic integrity. MEDICAL TEACHER 2024:1-6. [PMID: 38943517 DOI: 10.1080/0142159x.2024.2372084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Accepted: 06/20/2024] [Indexed: 07/01/2024]
Abstract
PURPOSE OF ARTICLE This paper explores issues pertinent to teaching and assessment of clinical skills at the early stages of medical training, aimed at preventing academic integrity breaches. The drivers for change, the changes themselves, and student perceptions of those changes are described. METHODS Iterative changes to a summative high stakes Objective Structured Clinical Examination (OSCE) assessment in an undergraduate medical degree were undertaken in response to perceived/known breaches of assessment security. Initial strategies focused on implementing best practice teaching and assessment design principles, in association with increased examination security. RESULTS These changes failed to prevent alleged sharing of examination content between students. A subsequent iteration saw a more radical deviation from classic OSCE assessment design, with students being assessed on equivalent competencies, not identical items (OSCE stations). This more recent approach was broadly acceptable to students, and did not result in breaches of academic integrity that were detectable. CONCLUSIONS Ever increasing degrees of assessment security need not be the response to breaches of academic integrity. Use of non-identical OSCE items across a cohort, underpinned by constructive alignment of teaching and assessment may mitigate the incentives to breach academic integrity, though face validity is not universal.
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Affiliation(s)
- Roshan Perera
- Early Learning in Medicine, Otago Medical School, University of Otago, Dunedin, New Zealand
| | - Tony Zaharic
- Early Learning in Medicine, Otago Medical School, University of Otago, Dunedin, New Zealand
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Gugapriya TS, Vinay Kumar N, Karunakaran I. Unmasking the Understanding of Academic Dishonesty Among Undergraduate Medical Students: "Is That Cheating?". Cureus 2024; 16:e62609. [PMID: 39027796 PMCID: PMC11257646 DOI: 10.7759/cureus.62609] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/15/2024] [Indexed: 07/20/2024] Open
Abstract
Introduction Academic dishonesty threatens the environs of medical education, wherein medical graduates are expected to exhibit professional honesty. Despite the efforts of institutions and governing bodies, the implementation of an environment of academic integrity is a challenge. We hypothesized that what medical students perceive as academic dishonesty might be different from the prevalent understanding of academic dishonesty among the teaching fraternity. This exploratory study was done to identify and explore in depth what constitutes cheating in the eyes of a medical student. Methods This qualitative study was planned as a semi-structured interview among undergraduate medical students in the second year of study (n=25). The dimensions studied were the individual perceptions of what constitutes cheating, self-reported responses with underlying reasoning to hypothetical academic cheating scenarios, and responses on instances of self-experienced or self-observed instances of academic dishonesty. Results The responses indicate the ambiguous interpretation of academic honesty by students and four chief themes of the interpretation of dishonesty, based on student understanding. Our results identify core areas, such as the need for a clear and unambiguous institutional academic integrity policy, an environment of academic honesty, and strict enforcement of penalties for breach of ethical conduct, that need to be addressed to tackle the menace of academic dishonesty. Conclusion Themes derived from our study describe student factors, including trivialization of academic integrity, that lead to academic dishonesty. Advocacy for academic honesty in educational institutions must address these factors to enforce institutional standards.
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Affiliation(s)
- T S Gugapriya
- Anatomy, All India Institute of Medical Sciences, Nagpur, Nagpur, IND
| | - N Vinay Kumar
- Anatomy, Government Medical College, Palakkad, Palakkad, IND
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Lingán-Huamán SK, Dominguez-Lara S, Carranza Esteban RF. Gender-based differences in the impact of Dark Triad traits on academic dishonesty: The mediating role of moral disengagement in college students. Heliyon 2024; 10:e23322. [PMID: 38163193 PMCID: PMC10755046 DOI: 10.1016/j.heliyon.2023.e23322] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Revised: 11/09/2023] [Accepted: 11/30/2023] [Indexed: 01/03/2024] Open
Abstract
This study explores whether gender differences influence the components of the Dark Triad of personality and moral disengagement on the manifestations of dishonest academic behavior in Peruvian university students. Moreover, it evaluates how moral disengagement mediates the effect that the Dark Triad components have on academic dishonesty. The participants were 591 university students, aged between 18 and 40 years (women = 71.7 %; Mage = 21.5; SDage = 3.60), to whom the Dirty Dozen Dark Triad, the Propensity to Morally Disengage Scale, and the Scale of Academic Dishonesty, which has 3 dimensions (cheating on exams, plagiarism, and falsification) were applied. The results reveal that only Machiavellianism has a significant and consistent influence on all dimensions of academic dishonesty, in both men and women, while psychopathy influences the dimension of plagiarism in both men and women and falsification only in men. In addition, moral disengagement affects falsification in both groups, cheating on exams only in the men's group, and plagiarism in the women's group. Finally, the mediating role of moral disengagement between the effect of the Dark Triad and the manifestations of academic dishonesty was not demonstrated.
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Affiliation(s)
- Susana K. Lingán-Huamán
- Carrera de Psicología, Facultad de Ciencias de la Salud, Universidad San Ignacio de Loyola, Lima, Peru
| | - Sergio Dominguez-Lara
- South American Center for Education and Research in Public Health, Universidad Privada Norbert Wiener, Lima, Peru
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Cheng YC, Ho WS, Chang SH, Yao KC, Lo CC. A structural equation model for cyber academic dishonesty in higher education: Evidence from Taiwan. Account Res 2023:1-27. [PMID: 38146595 DOI: 10.1080/08989621.2023.2293955] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2023]
Abstract
With the continued spread of the rise of online teaching, and the massive use of 3C products (computer, communication, and consumer electronics), the cases of academic plagiarism or using others' works as own works caused by inappropriate use of the Internet are occurring all the time. However, very little research has been conducted on the cyber ethical climate in relation to cyber academic dishonesty. This study investigates the structural relationship between cyber ethical climate, cyber self-efficacy, cyber ethical attitude and cyber academic dishonesty, among university and graduate students, and develops a multiple mediation model. A total of 812 university and graduate students from 32 universities in Taiwan completed the online questionnaire. The results of the study show that the multiple mediation model is valid and find that the cyber ethical climate creates a favorable context for organizing members to demonstrate cyber ethical behavior, demonstrating the importance of mutual influence on cyber academic dishonesty between the cyber ethical climate created by teachers and the cyber ethical climate of class peers. Based on these results, we deeply examine the practical implications and make specific recommendations to improve the cyber ethical behavior of university and graduate students.
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Affiliation(s)
- Yao-Chung Cheng
- Center for Teacher Education, National Changhua University of Education, Changhua, Taiwan
- Department of Computer Science and Information Engineering, National Changhua University of Education, Changhua, Taiwan
| | - Wei-Sho Ho
- Department of Industrial Education and Technology, National Changhua University of Education, Changhua, Taiwan
- NCUE Alumni Association, National Changhua University of Education, Changhua, Taiwan
| | - Shao-Hsun Chang
- Department of Industrial Education and Technology, National Changhua University of Education, Changhua, Taiwan
| | - Kai-Chao Yao
- Department of Industrial Education and Technology, National Changhua University of Education, Changhua, Taiwan
- Kenda Cultural and Educational Foundation, Yuanlin, Taiwan
| | - Chih-Cheng Lo
- Department of Industrial Education and Technology, National Changhua University of Education, Changhua, Taiwan
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Veríssimo AC, Conrado GAM, Barbosa J, Gomes SF, Severo M, Oliveira P, Ribeiro L. Machiavellian Medical Students Report More Academic Misconduct: A Cocktail Fuelled by Psychological and Contextual Factors. Psychol Res Behav Manag 2022; 15:2097-2105. [PMID: 35983023 PMCID: PMC9380600 DOI: 10.2147/prbm.s370402] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Accepted: 07/16/2022] [Indexed: 11/23/2022] Open
Abstract
Purpose Maladaptive personality traits and some psychological functioning indicators have been linked to academic misbehaviour; yet their role is still poorly explored in medical students. This study aims to assess associations of academic misconduct with dark personality traits and psychological well-being. Methods Five hundred and ninety-one medical students attending the first, third and fifth-year at one Portuguese medical school replied to the Dark Triad Dirty Dozen, Ryff’s Psychological Well-Being Scales and an original Academic Misconduct Questionnaire, using a cross-sectional design. Multiple linear regression was performed to assess associations. Results Fifth-year medical students who scored higher in Machiavellianism and psychological well-being and perceived greater peer fraud and lower penalty for cheating reported more academic misconduct. The explanatory power of the model was 16.6%. Machiavellianism showed the strongest associations with cheating, while sex and age were not significant predictors. Conclusion This study offers relevant insights into how maladaptive personalities influence academic misconduct in medical students, and how this relationship is moulded by psychological and contextual factors. These findings can help guide institutional actions to foster academic integrity in future physicians.
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Affiliation(s)
- Ana Cristina Veríssimo
- Department of Public Health and Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal
| | - George A M Conrado
- Department of Public Health and Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal.,University of Pernambuco, Pernambuco, Brazil
| | - Joselina Barbosa
- Department of Public Health and Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Sandra F Gomes
- Department of Public Health and Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal.,Department of Biomedicine, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Milton Severo
- Institute of Biomedical Sciences Abel Salazar, University of Porto, Porto, Portugal.,Institute of Public Health, University of Porto, Porto, Portugal
| | - Pedro Oliveira
- Institute of Biomedical Sciences Abel Salazar, University of Porto, Porto, Portugal.,Institute of Public Health, University of Porto, Porto, Portugal
| | - Laura Ribeiro
- Department of Public Health and Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal.,I3S-Instituto de Investigação e Inovação em Saúde, Universidade do Porto, Porto, Portugal
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Huang CL, Yang SC, Yang CA. Exploration of Students' Perception of Academic Misconduct: Do Individual Factors, Moral Philosophy, Behavioral Intention, and Judgment Matter? Front Psychol 2022; 13:857943. [PMID: 35450332 PMCID: PMC9017647 DOI: 10.3389/fpsyg.2022.857943] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Accepted: 03/15/2022] [Indexed: 11/13/2022] Open
Abstract
Using Reidenbach and Robin's Multidimensional Ethics Scale, this study designs three scenarios related to academic dishonesty (AD) dilemmas to explore students' moral philosophies, behavioral intentions, and ethical judgments and further examines whether students with different individual factors (i.e., culture of place, gender, and educational level) have differences in the above variables. A total of 605 students from two areas, Taiwan and Mainland China, participated in this study. The results indicated that Taiwanese students had stricter moral equity, relativism, and contractualism philosophies in the duplicate submission scenario than Mainland China students. They also had stricter moral equity and relativism philosophies in the incomplete citation scenario. Similarly, relatively harsh relativism and contractualism philosophies accompanied by a low level of willingness to be a perpetrator in the failure to cite research published in other countries scenario were found. In addition, females applied relatively harsh moral equity and utilitarianism to all scenarios, reporting that they and their peers were less likely to engage in all AD activities. Graduates had a stricter egoism attitude toward duplicate submission and had stricter moral equity, relativism, and contractualism philosophies toward the behavior of incomplete citation. Graduate students also had strict moral equity, relativism, egoism, and contractualism beliefs in the failure to cite the foreign research scenario. Finally, regression analysis showed that moral equity, contractualism, and self-behavioral intention are significant predictors of students' ethical evaluations in the three scenarios.
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Affiliation(s)
- Chiao Ling Huang
- Faculty of Education, Department of Educational Information Technology, East China Normal University, Shanghai, China
| | - Shu-Ching Yang
- Institute of Education, The Intelligent Electronic Commerce Research Center, National Sun Yat-sen University, Kaohsiung, Taiwan
| | - Chun-An Yang
- Institute of Education, The Intelligent Electronic Commerce Research Center, National Sun Yat-sen University, Kaohsiung, Taiwan
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Behkam S, Tavallaei A, Maghbouli N, Mafinejad MK, Ali JH. Students' perception of educational environment based on Dundee Ready Education Environment Measure and the role of peer mentoring: a cross-sectional study. BMC MEDICAL EDUCATION 2022; 22:176. [PMID: 35292009 PMCID: PMC8925203 DOI: 10.1186/s12909-022-03219-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Accepted: 03/01/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE The curricular reform at Tehran University of Medical Sciences (TUMS), Iran, has been implemented since 2011 when peer mentoring program started. The program is believed to have a crucial role in students' perception of the educational environment (EE). We aimed to determine how students perceive the educational environment and compared the mentees and non-mentees' perception of EE. METHODS A cross-sectional descriptive study was conducted among 190 first-year medical students enrolling at Tehran University of Medical Sciences from March to September 2019. A questionnaire was used to collect information on students' age, gender, marital status, dormitory status, and their mentoring status including satisfaction of mentor-mentee relationship. The study also employed Dundee Ready Education Environment Measure (DREEM). The collected data were then entered and analysed using SPSS version 20. To compare the perception of EE between mentees and non-mentees, we used independent t-test. RESULTS The mean (SD) for total DREEM score for EE was 144.1 (19.3), which signifies a more positive than negative educational environment perception. Nonetheless, the mean scores of total DREEM was not significantly different between students with or without mentors (P =0.390). The overall mean score for student perceptions of learning for mentees was 32.47 (4.5) while for those without a mentor, the score was 31.70 (4.9) (P =0.491). The items concerned with "emphasizing factual learning" and "teacher-based teaching" were rated the least. The item "having an appropriate support system" was scored significantly different between students with or without mentors (P =0.009). CONCLUSIONS Since having an appropriate support system was significantly different between groups, we suggest curriculum designers focus on the above-mentioned issue under caption for improvement during the reform programs.
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Affiliation(s)
- Shadab Behkam
- Mentoring Office, Educational Deputy, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Amirhossein Tavallaei
- Mentoring Office, Educational Deputy, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Nastaran Maghbouli
- Department of Physical Medicine and Rehabilitation, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Mahboobeh Khabaz Mafinejad
- Department of Medical Education, Education Development Center (EDC), Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Jemal Haidar Ali
- Addis Ababa University,College of Health Sciences, School of Public Health Addis Ababa University, Addis Ababa, Ethiopia
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Dias-Oliveira E, Morais C, Pasion R. Psychopathic Traits, Academic Fraud, and the Mediating Role of Motivation, Opportunity, Rationalization and Perceived Capability. JOURNAL OF INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1027/1614-0001/a000349] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. This study provides initial insights on the relation between psychopathic traits (disinhibition, meanness, and boldness) and academic fraud (prevalence and severity), while considering important mediators of fraud (perceived capability, opportunity, motivation, and rationalization). Based on a large sample of university students ( N = 967), two structural equation models (test and replication) were built to test the study’s main hypothesis and probe the robustness of the results. A direct link from disinhibition to prevalence was found, suggesting that disinhibition is associated with social deviance in the academic context. Higher motivation for cheating exclusively mediated this path. In meanness, rationalization explained lower rates of perceived severity of academic fraud, indicating that cognitive self-justifications trigger dishonest behavior in meanness. Boldness explained the prevalence of academic fraud via perceived capability, suggesting that low-fear, although adaptive in evaluation contexts, may increase the perceived capability for cheating. The reported significant associations support that academic fraud is part of the nomological network of psychopathy and unveil the complexity of the phenomenon.
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Affiliation(s)
- Eva Dias-Oliveira
- Catolica Porto Business School, Portuguese Catholic University, Porto, Portugal
| | - Catarina Morais
- Research Centre for Human Development, Faculty of Education and Psychology, Universidade Católica Portuguesa, Porto, Portugal
| | - Rita Pasion
- Catolica Porto Business School, Portuguese Catholic University, Porto, Portugal
- Laboratory of Neuropsychophysiology, Faculty of Psychology and Educational Sciences, University of Porto, Portugal
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Predatory Journals, Fake Conferences and Misleading Social Media: The Dark Side of Medical Information. Zdr Varst 2021; 60:79-81. [PMID: 33822833 PMCID: PMC8015654 DOI: 10.2478/sjph-2021-0012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2021] [Accepted: 02/22/2021] [Indexed: 11/20/2022] Open
Abstract
We live in an age of information revolution, where trends in informing physicians and the lay public bring new challenges that must be faced by healthcare professionals. Predatory journals and fake conferences are common. Social media is full of false information, which results in serious public health damage. Therefore, it is important that health professionals communicate properly with the public and patients and that they address the education of both the public and other health professionals.
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Gondhalekar AR, Rees EL, Ntuiabane D, Janjua O, Choa G, Eboreime O, Sturrock A. Levelling the playing field: students' motivations to contribute to an amnesty of assessment materials. BMC MEDICAL EDUCATION 2020; 20:450. [PMID: 33225940 PMCID: PMC7681947 DOI: 10.1186/s12909-020-02320-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Accepted: 10/20/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND 'Exam recall' is a recognised phenomenon whereby students recall and record questions after leaving the examination hall. This poses two main problems. First, as these questions are only available to peers of the students who recall the questions, these individuals have an unfair advantage. Secondly, the distribution of these recalled questions poses a threat to the validity and defensibility of assessments. To address the first of these problems, we developed an amnesty enabling students to submit assessment material to an on-line site. This study sought to explore which factors influence students' contributions to an amnesty of assessment material. METHODS We conducted a qualitative study using semi-structured focus groups. We used convenience sampling and recruited participants from all years of our undergraduate medical programme. The focus groups were facilitated by a medical student peer to reduce the power imbalance and encourage participants to discuss candidly. The focus groups were audio recorded and transcribed verbatim. Two researchers independently analysed all transcripts using thematic analysis and the research team met regularly to discuss emergent findings. Nvivo was used to assist with thematic analysis of the transcripts. RESULTS Twenty-six individuals participated in six focus groups. Six themes were identified through the analysis, which were categorised into motivating factors and de-motivating factors. Motivating factors were a perception that this would overcome inequity, a fear of repercussions, and the perceived usefulness of resources. Factors that prevented students contributing were a culture of competition, a lack of incentives, and mistrust of the medical school. CONCLUSIONS The establishment of an amnesty was acceptable to students and they were motivated to contribute materials. The competitive nature of medical careers and the stakes of summative assessments meant that students felt that some peers might still not contribute their materials. Students felt that the school were listening to their concerns and this led to a better dialogue between students and faculty.
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Affiliation(s)
- Anjali R Gondhalekar
- University College London Medical School, 74 Huntley Street, London, WC1E 6JE, England
| | - Eliot L Rees
- University College London Medical School, 74 Huntley Street, London, WC1E 6JE, England
| | - Daniel Ntuiabane
- University College London Medical School, 74 Huntley Street, London, WC1E 6JE, England
| | - Osman Janjua
- University College London Medical School, 74 Huntley Street, London, WC1E 6JE, England
| | - George Choa
- University College London Medical School, 74 Huntley Street, London, WC1E 6JE, England
| | - Oziegbe Eboreime
- University College London Medical School, 74 Huntley Street, London, WC1E 6JE, England
| | - Alison Sturrock
- University College London Medical School, 74 Huntley Street, London, WC1E 6JE, England.
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Blau I, Goldberg S, Friedman A, Eshet-Alkalai Y. Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives? JOURNAL OF COMPUTING IN HIGHER EDUCATION 2020; 33:157-187. [PMID: 32837125 PMCID: PMC7375033 DOI: 10.1007/s12528-020-09260-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
This study aimed to address the gap in the literature through a comprehensive comparison of different types of violations of academic integrity (VAI), cheating, plagiarism, fabrication and facilitation (Pavela in J College Univ Law 24(1):1-22, 1997), conducted in analog versus digital settings, as well as students' and faculty members' perceptions regarding their severity. The study explored differences in perceptions regarding students' VAI and penalties for VAI among 1482 students and 42 faculty members. Furthermore, we explored the impact of socio-demographic characteristics (ethnic majority vs. minority students), gender, and academic degree on the perceived severity of VAI. Presented with a battery of scenarios, participants assessed the severity of penalties imposed by a university disciplinary committee. Furthermore, participants selected the penalties they deemed appropriate for violations engaged in by students, including: reprimanding, financial, academic, and accessibility penalties. All participants tended to suggest more severe penalties for VAI conducted in traditional analog environments than for the same offenses in digital settings. Students perceived all four types of penalties imposed by the disciplinary committee to be significantly more severe than faculty members. Moreover, findings demonstrated a significant difference between faculty and students in both perceptions of the severity of VAI and in relation to suggested punishments. Consistent with the Self-Concept Maintenance Model (Mazar et al. in J Mark Res 45(6):633-644, 2008) and Neutralizing Effect (Brimble, in: Bretag (ed) Handbook of academic integrity, SpringerNature, Singapore, pp 365-382, 2016), ethnic minority students estimated cheating, plagiarism, and facilitation violations as more severe than majority students. The theoretical and practical implications of the findings are discussed.
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Affiliation(s)
- Ina Blau
- Department of Education and Psychology, The Open University of Israel, 1 University Road, P.O.B. 808, 43107 Ra’anana, Israel
| | - Shira Goldberg
- Department of Education and Psychology, The Open University of Israel, 1 University Road, P.O.B. 808, 43107 Ra’anana, Israel
| | - Adi Friedman
- Department of Education and Psychology, The Open University of Israel, 1 University Road, P.O.B. 808, 43107 Ra’anana, Israel
| | - Yoram Eshet-Alkalai
- Department of Education and Psychology, The Open University of Israel, 1 University Road, P.O.B. 808, 43107 Ra’anana, Israel
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Kirya MT. Promoting anti-corruption, transparency and accountability in the recruitment and promotion of health workers to safeguard health outcomes. Glob Health Action 2020; 13:1701326. [PMID: 32194012 PMCID: PMC7170355 DOI: 10.1080/16549716.2019.1701326] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2019] [Accepted: 12/03/2019] [Indexed: 11/03/2022] Open
Abstract
Background: Human Resources for Health are a core building block of a health system, playing a crucial role in improving health outcomes. While the existing literature has examined various forms of corruption that affect the health sector, few articles have examined the role and impact of corruption in the recruitment and promotion of health-workers.Objectives: This study reviews the role of corrupt practices such as nepotism, bribery and sextortion in health-worker recruitment and promotion and their implications for health systems.Methods: The study is based on an interdisciplinary non-systematic review of peer-reviewed journal articles in the public health/medicine and political science literature, complemented with the 'grey' literature such as technical reports and working papers.Results: Political and personal ties, rather than merit are often factors in the recruitment and promotion of health-workers in many countries. This results in the employment or promotion of poorly qualified or unsuitable workers, with negative implications for health outcomes.Conclusion: Corrupt practices in health-worker recruitment and promotion 'set the tone' for other forms of corruption such as absenteeism, embezzlement, theft and bid-rigging to flourish, as those recruited corruptly can collude for nefarious purposes. On the other hand, merit-based recruitment is important for curbing corruption. Corrupt recruitment practices have deleterious effects on health-worker motivation and retention, quality and competency, citizens' trust in health services and health outcomes. Whereas international law and policy such as the United Nations Convention Against Corruption and the WHO Handbook on Monitoring and Evaluation of Human Resources for Health state that recruitment of public officers and health workers respectively should be done in a transparent and accountable manner, more research is needed to inform policies on merit-based recruitment.
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Özcan M, Yeniçeri N, Çekiç EG. The impact of gender and academic achievement on the violation of academic integrity for medical faculty students, a descriptive cross-sectional survey study. BMC MEDICAL EDUCATION 2019; 19:427. [PMID: 31747906 PMCID: PMC6864937 DOI: 10.1186/s12909-019-1865-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2019] [Accepted: 10/31/2019] [Indexed: 05/29/2023]
Abstract
PURPOSE The aim of this study is to determine the characteristics of medical faculty students about violations of academic integrity. METHOD From the whole population of the 572 students of the Muğla Sıtkı Koçman University Faculty of Medicine, 271 students participated voluntarily in a descriptive cross-sectional survey. Descriptive data were recorded in the survey and a five-point Likert-type instrument, namely the Tendency towards Academic Dishonesty Scale, was used as the data collection tool in the study. The scale included 22 items' means that are considered to evaluate "Tendency towards academic dishonesty" (TTAD) score. In addition, four subscales, namely "Tendency towards cheating", "Dishonesty in works such as assignments and projects", "Tendency towards dishonesty in research and reporting processes" and "Tendency towards citation dishonesty" scores were evaluated separately. RESULTS Of the participants, 138 (53.3%) were male. TTAD scores were 2.15 ± 0.61, showing a slight tendency towards academic dishonesty, according to the scale. TTAD scores and standard deviations (SD) were 2.26 ± 0.65 and 2.04 ± 0.55 for men and women, respectively (P = 0.005). There was no difference in the TTAD scores for students whether they had read the ethics code. Significant differences were observed in the TTAD scores for students with gender, different academic achievements and in different academic years. However, when multivariate analysis was performed, the significance shown in the results disappeared. CONCLUSION In our study, a slight tendency to academic dishonesty was found for medical faculty students and there were no differences between all of the recorded individual factors of students.
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Affiliation(s)
- Müesser Özcan
- The Faculty of Medicine, Department of Medical History and Ethics, Muğla Sıtkı Koçman University, Kötekli Mahallesi Marmaris Yolu Bulvarı No:50, 48000 Menteşe, Muğla Turkey
| | - Neşe Yeniçeri
- The Faculty of Medicine, Department of Family Medicine, Muğla Sıtkı Koçman University, Kötekli Mahallesi Marmaris Yolu Bulvarı No:50, 48000 Menteşe, Muğla Turkey
| | - Edip Güvenç Çekiç
- The Faculty of Medicine, Department of Medical Pharmacology, Muğla Sıtkı Koçman University, Kötekli Mahallesi Marmaris Yolu Bulvarı No:50, 48000 Menteşe, Muğla Turkey
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Bašić Ž, Kružić I, Jerković I, Buljan I, Marušić A. Attitudes and Knowledge About Plagiarism Among University Students: Cross-Sectional Survey at the University of Split, Croatia. SCIENCE AND ENGINEERING ETHICS 2019; 25:1467-1483. [PMID: 30357562 DOI: 10.1007/s11948-018-0073-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2018] [Accepted: 10/12/2018] [Indexed: 06/08/2023]
Abstract
Plagiarism is one of the most severe academic integrity issues. This study examined students' knowledge of and attitudes towards plagiarism, tested their ability to recognize plagiarism, and explored the association of study levels and attendance in courses dealing with referencing rules and plagiarism with students' attitudes and knowledge. A cross-sectional online survey was conducted at the University of Split, comprising the students of all schools and study levels (n = 388). Overall, results indicate the students were not very familiar with referencing rules and did not perform well on either theoretical questions or practical examples. However, they demonstrated positive attitudes towards plagiarism avoidance as well as towards compliance with academic integrity with respect to the correct use of research publications. Students' self-reported attendance in courses dealing with referencing rules and plagiarism avoidance was not associated with their knowledge of and attitudes toward plagiarism. These findings are important for a general understanding of students' attitudes, and the relation of practical and theoretical knowledge of plagiarism. Furthermore, the academic community addresses plagiarism not only as an ethical and regulatory violation but also as a direct consequence of a lack of knowledge, and of academic illiteracy. Study programs should be adjusted and long-term policies developed at all academic levels to promote a positive climate among students towards responsible academic writing.
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Affiliation(s)
- Željana Bašić
- University Department of Forensic Sciences, University of Split, Ruđera Boškovića 33, 21000, Split, Croatia
| | - Ivana Kružić
- University Department of Forensic Sciences, University of Split, Ruđera Boškovića 33, 21000, Split, Croatia.
| | - Ivan Jerković
- University Department of Forensic Sciences, University of Split, Ruđera Boškovića 33, 21000, Split, Croatia
| | - Ivan Buljan
- Department of Research in Biomedicine and Health, University of Split School of Medicine, Šoltanska 2, 21000, Split, Croatia
| | - Ana Marušić
- Department of Research in Biomedicine and Health, University of Split School of Medicine, Šoltanska 2, 21000, Split, Croatia
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What Prevents Students from Reporting Academic Misconduct? A Survey of Croatian Students. JOURNAL OF ACADEMIC ETHICS 2019. [DOI: 10.1007/s10805-019-09341-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Academic Misconduct in Nigerian Medical Schools-A Report from Focus Group Discussions among House Officers. JOURNAL OF ACADEMIC ETHICS 2018. [DOI: 10.1007/s10805-017-9294-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Abdulghani HM, Haque S, Almusalam YA, Alanezi SL, Alsulaiman YA, Irshad M, Shaik SA, Khamis N. Self-reported cheating among medical students: An alarming finding in a cross-sectional study from Saudi Arabia. PLoS One 2018; 13:e0194963. [PMID: 29596538 PMCID: PMC5875787 DOI: 10.1371/journal.pone.0194963] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/25/2016] [Accepted: 03/14/2018] [Indexed: 11/22/2022] Open
Abstract
Academic misconduct/dishonesty has become widespread behavior among many university students across the globe, and medical education is not an exception. Until recently, few efforts have been made to study the dishonest behavior in Middle-Eastern universities. This study examined the prevalence and predisposing factors of cheating among medical students in Saudi Arabia and suggests suitable preventive measures. A cross-sectional survey-based study was conducted at a government medical college during the 2014–2015 academic year. The response rate was 58.5% (421/720). The overall cheating behavior practiced by the participants was 29%, predominantly by male students. High GPA scoring students were the least likely to cheat. The participants living with their families were more likely to cheat compared to those who were living apart from their families. The reasons participants gave to justify their cheating behavior included getting better grades, passing the course, and lacking preparation while still recognizing that cheating is a ‘mistake.’ Overall, significant academic misconduct concerning cheating was found among the Saudi medical students; this misconduct is alarming in a reputable government institution. The implementation of strict punishments, requiring ethical courses and creating ethical awareness by exploiting the potential of Islamic religious belief might help to control this problem.
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Affiliation(s)
- Hamza Mohammad Abdulghani
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
- * E-mail:
| | - Shafiul Haque
- Research and Scientific Studies Unit, College of Nursing and Allied Health Sciences, Jazan University, Jazan, Saudi Arabia
| | | | - Saleh Lafi Alanezi
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | | | - Mohammad Irshad
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Shaffi Ahmed Shaik
- Department of Family & Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Nehal Khamis
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Mak-van der Vossen M, van Mook W, van der Burgt S, Kors J, Ket JC, Croiset G, Kusurkar R. Descriptors for unprofessional behaviours of medical students: a systematic review and categorisation. BMC MEDICAL EDUCATION 2017; 17:164. [PMID: 28915870 PMCID: PMC5603020 DOI: 10.1186/s12909-017-0997-x] [Citation(s) in RCA: 43] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2017] [Accepted: 09/04/2017] [Indexed: 05/17/2023]
Abstract
BACKGROUND Developing professionalism is a core task in medical education. Unfortunately, it has remained difficult for educators to identify medical students' unprofessionalism, because, among other reasons, there are no commonly adopted descriptors that can be used to document students' unprofessional behaviour. This study aimed to generate an overview of descriptors for unprofessional behaviour based on research evidence of real-life unprofessional behaviours of medical students. METHODS A systematic review was conducted searching PubMed, Ebsco/ERIC, Ebsco/PsycINFO and Embase.com from inception to 2016. Articles were reviewed for admitted or witnessed unprofessional behaviours of undergraduate medical students. RESULTS The search yielded 11,963 different studies, 46 met all inclusion criteria. We found 205 different descriptions of unprofessional behaviours, which were coded into 30 different descriptors, and subsequently classified in four behavioural themes: failure to engage, dishonest behaviour, disrespectful behaviour, and poor self-awareness. CONCLUSIONS This overview provides a common language to describe medical students' unprofessional behaviour. The framework of descriptors is proposed as a tool for educators to denominate students' unprofessional behaviours. The found behaviours can have various causes, which should be explored in a discussion with the student about personal, interpersonal and/or institutional circumstances in which the behaviour occurred. Explicitly denominating unprofessional behaviour serves two goals: [i] creating a culture in which unprofessional behaviour is acknowledged, [ii] targeting students who need extra guidance. Both are important to avoid unprofessional behaviour among future doctors.
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Affiliation(s)
- Marianne Mak-van der Vossen
- Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands
- LEARN! Research Institute for Education and Learning, VU University, Amsterdam, the Netherlands
- Department for General Practice and Elderly Care Management, VU Medical Center, Amsterdam, the Netherlands
| | - Walther van Mook
- Department of Intensive Care Medicine, Maastricht University Medical Center, Maastricht, the Netherlands
- Department of Medical Education Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Stéphanie van der Burgt
- Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands
- LEARN! Research Institute for Education and Learning, VU University, Amsterdam, the Netherlands
| | - Joyce Kors
- AVAG Midwifery Academy Amsterdam Groningen, Amsterdam, the Netherlands
| | - Johannes C.F. Ket
- Medical Library, University Library, Vrije Universiteit, Amsterdam, the Netherlands
| | - Gerda Croiset
- Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands
- LEARN! Research Institute for Education and Learning, VU University, Amsterdam, the Netherlands
| | - Rashmi Kusurkar
- Department of Research in Education, VUmc School of Medical Sciences, Amsterdam, the Netherlands
- LEARN! Research Institute for Education and Learning, VU University, Amsterdam, the Netherlands
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Karunakaran I, Thirumalaikolundusubramanian P, Nalinakumari SD. A preliminary survey of professionalism teaching practices in anatomy education among Indian Medical Colleges. ANATOMICAL SCIENCES EDUCATION 2017; 10:433-443. [PMID: 28165673 DOI: 10.1002/ase.1679] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2016] [Revised: 11/08/2016] [Accepted: 12/22/2016] [Indexed: 05/17/2023]
Abstract
Professionalism and ethics have gained widespread recognition as competencies to be fulfilled, taught, and assessed within medical education. The role of the anatomy course in developed nations has evolved over time and now encompasses multiple domains, including knowledge, skills, and the inculcation of professionalism and ethics. The Medical Council of India recently recommended the integration of professionalism teaching in undergraduate medical curricula. The authors investigated whether the initial orientation lectures and instructions given by faculty at the outset of undergraduate medical anatomy courses throughout India served a "hidden curriculum" regarding professionalism practices, and whether these orientation messages could serve as an early exposure to medical professionalism and ethics for medical students. An online survey was carried out among 102 anatomy faculty members across India requesting details about specific professionalism protocols and instructions regarding behavior in the dissection hall that are routinely given to preclinical students, as well as the importance that they placed on professional behavior. It was found that most faculty members regularly instruct students regarding expected behavior during the anatomy course, including dissection practices. These instructions stress attributes of professionalism like humanism, accountability, and honesty. However, there needs to be a more concentrated effort by educators to prohibit such unprofessional practices like dissection hall photography, and better information is required regarding biomedical waste disposal. Despite the absence of clear guidelines for professionalism teaching in medical education in India, the existing framework of anatomy education provides an opportunity to introduce the concept of professionalism to the first-year medical student. This opportunity may provide an early foundation for designing a professionalism-integrated curriculum. Anat Sci Educ 10: 433-443. © 2017 American Association of Anatomists.
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Affiliation(s)
- Ilavenil Karunakaran
- Department of Anatomy, Chennai Medical College Hospital and Research Centre, Irungalur, Tiruchirapalli, Tamil Nadu, India
| | | | - Sheela Das Nalinakumari
- Department of Anatomy, Chennai Medical College Hospital and Research Centre, Irungalur, Tiruchirapalli, Tamil Nadu, India
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Pupovac V, Prijić-Samaržija S, Petrovečki M. Research Misconduct in the Croatian Scientific Community: A Survey Assessing the Forms and Characteristics of Research Misconduct. SCIENCE AND ENGINEERING ETHICS 2017; 23:165-181. [PMID: 26940319 DOI: 10.1007/s11948-016-9767-0] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2015] [Accepted: 02/25/2016] [Indexed: 06/05/2023]
Abstract
The prevalence and characteristics of research misconduct have mainly been studied in highly developed countries. In moderately or poorly developed countries such as Croatia, data on research misconduct are scarce. The primary aim of this study was to determine the rates at which scientists report committing or observing the most serious forms of research misconduct, such as falsification , fabrication, plagiarism, and violation of authorship rules in the Croatian scientific community. Additionally, we sought to determine the degree of development and the extent of implementation of the system for defining and regulating research misconduct in a typical scientific community in Croatia. An anonymous questionnaire was distributed among 1232 Croatian scientists at the University of Rijeka in 2012/2013 and 237 (19.2 %) returned the survey. Based on the respondents who admitted having committed research misconduct, 9 (3.8 %) admitted to plagiarism, 22 (9.3 %) to data falsification, 9 (3.8 %) to data fabrication, and 60 (25.3 %) respondents admitted to violation of authorship rules. Based on the respondents who admitted having observed research misconduct of fellow scientists, 72 (30.4 %) observed plagiarism, 69 (29.1 %) observed data falsification, 46 (19.4 %) observed data fabrication, and 132 (55.7 %) respondents admitted having observed violation of authorship rules. The results of our study indicate that the efficacy of the system for managing research misconduct in Croatia is poor. At the University of Rijeka there is no document dedicated exclusively to research integrity, describing the values that should be fostered by a scientist and clarifying the forms of research misconduct and what constitutes a questionable research practice. Scientists do not trust ethical bodies and the system for defining and regulating research misconduct; therefore the observed cases of research misconduct are rarely reported. Finally, Croatian scientists are not formally educated about responsible conduct of research at any level of their formal education. All mentioned indicate possible reasons for higher rates of research misconduct among Croatian scientists in comparison with scientists in highly developed countries.
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Affiliation(s)
- Vanja Pupovac
- Department of Medical Informatics, School of Medicine, University of Rijeka, Brace Branchetta 20, 51000, Rijeka, Croatia.
| | - Snježana Prijić-Samaržija
- Department of Philosophy, Faculty of Humanities and Social Sciences, University of Rijeka, Sveučilišna avenija 4, 51000, Rijeka, Croatia
| | - Mladen Petrovečki
- Department of Medical Informatics, School of Medicine, University of Rijeka, Brace Branchetta 20, 51000, Rijeka, Croatia
- Department of Clinical Laboratory Diagnostics, Dubrava Clinical Hospital, Zagreb, Croatia
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Đogaš V, Donev DM, Kukolja-Taradi S, Đogaš Z, Ilakovac V, Novak A, Jerončić A. No difference in the intention to engage others in academic transgression among medical students from neighboring countries: a cross-national study on medical students from Bosnia and Herzegovina, Croatia, and Macedonia. Croat Med J 2016; 57:381-91. [PMID: 27586553 PMCID: PMC5048230 DOI: 10.3325/cmj.2016.57.381] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
Aim To asses if the level of intention to engage others in academic transgressions was comparable among medical students from five schools from neighboring Southern-European countries: Croatia, Bosnia and Herzegovina, and Macedonia; and medical students from western EU studying at Split, Croatia. Methods Five medical schools were surveyed in 2011, with ≥87% of the targeted population sampled and a response rate of ≥76%. Students’ intention to engage a family member, friend, colleague, or a stranger in academic transgression was measured using a previously validated the Intention to Engage Others in Academic Transgression (IEOAT) questionnaire and compared with their intention to ask others for a non-academic, material favor. Data on students’ motivation measured by Work Preference Inventory scale, and general data were also collected. Multiple linear regression models of the intention to engage others in a particular behavior were developed. Results The most important determinants of the intention to engage others in academic transgression were psychological factors, such as intention to ask others for a material favor, or students’ motivation (median determinant’s β of 0.18, P ≤ 0.045 for all), whereas social and cultural factors associated with the country of origin were either weak (median β of 0.07, P ≤ 0.031) or not relevant. A significant proportion of students were aware of the ethical violations in academic transgressions (P ≤ 0.004 for all transgressions), but a large proportion of students also perceived academic cheating as a collective effort and were likely to engage people randomly (P ≤ 0.001 for all, but the most severe transgression). This collective effort was more pronounced for academic than non-academic behavior. Conclusion Culture differences among neighboring Southern-European countries were not an important determinant of the intention to engage others in academic cheating.
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Affiliation(s)
| | | | | | | | | | | | - Ana Jerončić
- Ana Jerončić, University of Split School of Medicine, Šoltanska 2, 21 000 Split, Croatia,
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Oran NT, Can HÖ, Şenol S, Hadımlı AP. Academic dishonesty among health science school students. Nurs Ethics 2016; 23:919-931. [PMID: 26002938 DOI: 10.1177/0969733015583929] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Academic dishonesty has become a serious problem at institutions of higher learning. RESEARCH QUESTION What is the frequency of academic dishonesty and what factors affect the tendency of dishonesty among Turkish health science school students? RESEARCH DESIGN This descriptive and cross-sectional study aims to evaluate academic dishonesty among university nursing, midwifery, and dietetic students. Participants and research context: The study sample consisted of 499 health science students in Turkey. The tendency toward academic dishonesty was investigated using the Academic Dishonesty Tendency Scale. Ethical considerations: Institutional review board approved the study. Written permission was obtained from the researcher to use Turkish version of the Academic Dishonesty Tendency Scale. FINDINGS Of all the students, 80.0% claimed to refer to Internet during homework preparation and 49.1% of students reported to cite the references at the end of article on some instances. Of the students, 56.1% claimed never to have cheated in the exams. It was found that academic dishonesty was partly low (1.80-2.59) in students. For students using a library while doing their homework, mean scores were significantly lower ( p < 0.05). There were also statistically significant difference between mean scores and student's year in school, student's perception of school success, and frequency of Internet use while doing homework ( p < 0.05). DISCUSSION The tendency of academic dishonesty was lower among students who use Internet and library more frequently. These findings are consistent with previous studies. CONCLUSION Measurements to take against academic dishonesty should be directed toward not only students but institutions and instructors as well.
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Jha V, Mclean M, Gibbs TJ, Sandars J. Medical professionalism across cultures: a challenge for medicine and medical education. MEDICAL TEACHER 2015; 37:74-80. [PMID: 25073712 DOI: 10.3109/0142159x.2014.920492] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
BACKGROUND The recognition of medical professionalism as a complex social construct makes context, geographical location and culture important considerations in any discussion of professional behaviour. Medical students, medical educators and practitioners are now much more on the move globally, exposing them to cultural and social attitudes, values and beliefs that may differ from their own traditional perceptions of professionalism. AIMS AND METHODS This paper uses the model of the intercultural development continuum and the concept of "cultural fit" to discuss what might transpire when a student, teacher or doctor is faced with a new cultural environment. Using our own experiences as medical educators working abroad and supported by evidence in the literature, we have developed four anecdotal scenarios to highlight some of the challenges that different cultural contexts bring to our current (Western) understanding of professionalism. RESULTS AND CONCLUSIONS The scenarios highlight some of the potentially different regional and/or cultural perspectives and nuances of professional behaviours, attitudes or values that many of us either take for granted or find difficult, depending on our training and socio-cultural upbringing. With this paper, we hope to start a long overdue conversation about global professionalism amongst medical educators, identify potential areas for research and highlight a need for medical schools to embrace a "global" approach to how professionalism is embedded in their curricula.
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Đogaš V, Jerončić A, Marušić M, Marušić A. Who would students ask for help in academic cheating? Cross-sectional study of medical students in Croatia. BMC MEDICAL EDUCATION 2014; 14:1048. [PMID: 25547735 PMCID: PMC4322647 DOI: 10.1186/s12909-014-0277-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2014] [Accepted: 12/16/2014] [Indexed: 05/30/2023]
Abstract
BACKGROUND Academic cheating does not happen as an isolated action of an individual but is most often a collaborative practice. As there are few studies that looked at who are collaborators in cheating, we investigated medical students' readiness to engage others in academic dishonest behaviours. METHODS In a cross-sectional survey study in Zagreb, Croatia, 592 medical students from the first, 3rd and 6th (final) study year anonymously answered a survey of readiness to ask family, friends, colleagues or strangers for help in 4 different forms of academic cheating or for 2 personal material favours. Stepwise multiple linear regression models (MLR) were used to evaluate potential factors influencing propensity for engaging others in these two types of behaviour. RESULTS Many students would ask another person for help in academic cheating, from 88.8% to 26.9% depending on a cheating behaviour. Students would most often ask a family member or friend for help in academic cheating. The same "helpers" were identified for non-academic related behaviour - asking for personal material favours. More respondents, however, would include three or four persons for asking help in academic cheating than for routine material favours. Score on material favours survey was the strongest positive predictor of readiness for asking help in academic cheating (stepwise MLR model; beta = 0.308, P < 0.0001) followed by extrinsic motivation (compensation) and male gender, whereas intrinsic motivation, year of study and grade point average were weak negative predictors. CONCLUSIONS Our study indicates that medical students are willing to engage more than one person in either close or distant relationships in academic cheating. In order to develop effective preventive measures to deter cheating at medical academic institutions, factors surrounding students' preference towards academic cheating rather than routine favours should be further investigated.
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Affiliation(s)
- Varja Đogaš
- />Department of Psychological Medicine, University of Split, School of Medicine, Šoltanska 2 21000 Split, Croatia
| | - Ana Jerončić
- />Department of Research in Biomedicine and Health, University of Split, School of Medicine, Šoltanska 2, 21000 Split, Croatia
| | - Matko Marušić
- />Department of Research in Biomedicine and Health, University of Split, School of Medicine, Šoltanska 2, 21000 Split, Croatia
| | - Ana Marušić
- />Department of Research in Biomedicine and Health, University of Split, School of Medicine, Šoltanska 2, 21000 Split, Croatia
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Henning MA, Ram S, Malpas P, Sisley R, Thompson A, Hawken SJ. Reasons for academic honesty and dishonesty with solutions: a study of pharmacy and medical students in New Zealand. JOURNAL OF MEDICAL ETHICS 2014; 40:702-709. [PMID: 23955289 DOI: 10.1136/medethics-2013-101420] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
This paper presents students' views about honest and dishonest actions within the pharmacy and medical learning environments. Students also offered their views on solutions to ameliorating dishonest action. Three research questions were posed in this paper: (1) what reasons would students articulate in reference to engaging in dishonest behaviours? (2) What reasons would students articulate in reference to maintaining high levels of integrity? (3) What strategies would students suggest to decrease engagement in dishonest behaviours and/or promote honest behaviours? The design of the study incorporated an initial descriptive analysis to interpret students' responses to an 18-item questionnaire about justifications for dishonest action. This was followed by a qualitative analysis of students' commentaries in reference to why students would engage in either honest or dishonest action. Finally a qualitative analysis was conducted on students' views regarding solutions to dishonest action. The quantitative results showed that students were more likely to use time management and seriousness justifications for dishonest actions. The qualitative findings found that students' actions (honest or dishonest) were guided by family and friends, the need to do well, issues of morality and institutional guidelines. Students suggested that dishonest action could be ameliorated by external agencies and polarised views between punitive and rewards-based mechanisms were offered. These results suggest that these students engaged in dishonest action for various reasons and solutions addressing dishonest action need to consider diverse mechanisms that likely extend beyond the educational institution.
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Affiliation(s)
- Marcus A Henning
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Sanya Ram
- School of Pharmacy, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Phillipa Malpas
- Department of Psychological Medicine, Faculty of Medical and Health Sciences, School of Medicine, University of Auckland, Auckland, New Zealand
| | - Richard Sisley
- School of Business, AUT University, Auckland, New Zealand
| | - Andrea Thompson
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Susan J Hawken
- Department of Psychological Medicine, Faculty of Medical and Health Sciences, School of Medicine, University of Auckland, Auckland, New Zealand
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Jakšić N, Milas G, Ivezić E, Wertag A, Jokić-Begić N, Pincus AL. The Pathological Narcissism Inventory (PNI) in Transitional Post-War Croatia: Psychometric and Cultural Considerations. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2014. [DOI: 10.1007/s10862-014-9425-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Desalegn AA, Berhan A. Cheating on examinations and its predictors among undergraduate students at Hawassa University College of Medicine and Health Science, Hawassa, Ethiopia. BMC MEDICAL EDUCATION 2014; 14:89. [PMID: 24885973 PMCID: PMC4023498 DOI: 10.1186/1472-6920-14-89] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2013] [Accepted: 04/25/2014] [Indexed: 05/28/2023]
Abstract
BACKGROUND Cheating on examinations in academic institutions is a worldwide issue. When cheating occurs in medical schools, it has serious consequences for human life, social values, and the economy. This study was conducted to determine the prevalence of cheating and identify factors that influence cheating among students of Hawassa University College of medicine and health science. METHODS A cross sectional study was conducted from May through June 2013. A pre-tested self-administered, structured questionnaire was used to collect self-reported data regarding cheating. Data were entered and analyzed using SPSS version 20. Descriptive statistics were used for data summarization and presentation. Degree of association was measured by Chi Square test, with significance level set at p = 0.05. Bivariate and multivariate logistic regression analyses were used to assess associations. RESULTS The prevalence of self-reported cheating was found to be 19.8% (95% CI = 17.4-21.9). About 12.1% (95% CI = 10.2-13.9) of students disclosed cheating on the entrance examination. The majority of students (80.1% (95% CI = 77.9-82.3) disclosed that they would not report cheating to invigilators even if they had witnessed cheating. Analysis by multiple regression models showed that students who cheated in high school were more likely to cheat (adjusted OR = 1. 80, 95% CI = 1. 01-3.19) and that cheating was less likely among students who didn't cheat on entrance examinations (adjusted OR = 0. 25, 95% CI = 0. 14-0.45). Dining outside the university cafeteria and receiving pocket money of Birr 300 or more were strongly associated with cheating (adjusted OR = 3.08, 95% CI = 1.54-6.16 and adjusted OR = 1.69 (95% CI = 1.05-2.72), respectively. The odds of cheating among students were significantly higher for those who went to private high school, were substance users, and didn't attend lectures than for those who attended government schools, were not substance abusers, and attended lectures. CONCLUSION Our findings have important implications for development of an institution's policies on academic integrity. By extension, they affect the policies of high schools. Increased levels of supervision during entrance examination, mandated attendance at lectures, and reduction of substance use are likely to reduce cheating. No significant association was found with background, level of parental education, grade point average, and interest in field of study.
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Affiliation(s)
| | - Asres Berhan
- Pharmacology Unit, School of Medicine, Hawassa University, Hawassa, P.O Box-1560, Ethiopia
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Hafeez K, Laiq-Uz-Zaman Khan M, Jawaid M, Haroon S. Academic misconduct among students in medical colleges of Karachi, Pakistan. Pak J Med Sci 2013; 29:699-702. [PMID: 24353611 PMCID: PMC3809313 DOI: 10.12669/pjms.293.3300] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2012] [Accepted: 03/09/2013] [Indexed: 11/15/2022] Open
Abstract
Objective: To determine the trends of academic misconduct in undergraduate students of different private and government section medical institutes. Methodology: This cross sectional study was conducted at three medical colleges of Karachi, Pakistan. The students were evaluated by giving a self reported questionnaire containing various questions assessing their educational dishonesty and cheating behaviors. Results: A total of 274 students from different years completed the questionnaire. Mean age was 21.48 ± 1.89 years. Most of the students were in 4th year (n=86; 31.3%). There were 182 (66.5%) females and 92 (33.5%) males. Majority of the students (n=155; 55.1%) accepted that they have cheated at least once. There was no significant difference regarding acceptance of cheating among different years of study (p=0.23) however females were found to accept cheating more as compared to males (p=0.036). First year students were found more to ask teachers for answers during OSCE (p=0.01). A large number of students accepted that they mark proxy for their friends (85.7%) and also ask their friends to mark proxy for them (85.03%). Nearly half (44.02%) of the students rotating in wards also admitted to write fake histories. Conclusion: A large number of medical students admitted cheating and involvement in other academic misconduct. We need to improve our educational system, formally add professional session and strict disciplinary action should be taken against those who are found guilty.
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Affiliation(s)
- Kamran Hafeez
- Dr. Kamran Hafeez, FCPS, Assistant Professor Orthopedics, Dow International Medical College, Karachi, Pakistan
| | - Muhammad Laiq-Uz-Zaman Khan
- Dr. Muhammad Laiq-uz-Zaman Khan, FCPS, Assistant Professor Surgery, Dow International Medical College, Dow University Hospital, Ojha Campus, KDA Scheme 33, Gulzar-e-Hijri, Suparco Road, Karachi, Pakistan
| | - Masood Jawaid
- Dr. Masood Jawaid, FCPS, Assistant Professor Surgery, Dow International Medical College, Dow University Hospital, Ojha Campus, KDA Scheme 33, Gulzar-e-Hijri, Suparco Road, Karachi, Pakistan
| | - Saroona Haroon
- Dr. Saroona Haroon, FCPS, Senior Instructor, Histopathology, Department of Pathology, Aga Khan University Hospital, Karachi, Pakistan
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Kwon HJ, Lee YM, Lee YH. Development of an inventory assessing medical students' attitudes towards academic misconduct. KOREAN JOURNAL OF MEDICAL EDUCATION 2013; 25:211-220. [PMID: 25804850 PMCID: PMC8814477 DOI: 10.3946/kjme.2013.25.3.211] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2013] [Revised: 08/14/2013] [Accepted: 08/19/2013] [Indexed: 06/04/2023]
Abstract
PURPOSE Identifying medical students' perceptions of and experiences with unprofessional behavior in school can help them develop and maintain higher standards of professional ethics. The aim of this study was to develop an instrument that assesses medical students' attitudes toward academic misconduct. METHODS A draft version of the questionnaire form was developed, based on an extensive literature review and iterative discussions. The validity of the content of this draft form was evaluated by medical students, physicians, and education specialists. A total of 803 medical students answered the questionnaire. Exploratory factor analysis was performed using principal axis factoring and Varimax rotation. A confirmatory factor analysis was also conducted by root mean square error of approximation (RMSEA) and comparative fit index (CFI). The internal consistency of the scales was calculated using the Cronbach alpha statistic. RESULTS The exploratory factor analysis generated 6 factors with 29 items: scientific misconduct (8 items); irresponsibility in the class (6 items); disrespectful behavior in patient care (5 items); dishonesty in clerkship tasks (4 items); free-riding on group assignments (4 items); and irresponsibility during clerkship (2 items). After adding a single item that addressed cheating on examinations, a 30-item inventory was developed. A confirmatory factor analysis demonstrated a favorable RMSEA (0.082) and reasonable fit (CFI, 0.844). The coefficient alpha for each factor varied between 0.80 and 0.90. CONCLUSION Our instrument is useful in identifying students' ethical standards with regard to academics and examining the prevalence of unprofessional behavior in medical students.
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Affiliation(s)
| | - Young-Mee Lee
- Corresponding Author: Young-Mee Lee Department of Medical Education, Korea University College of Medicine, 73 Inchon-ro, Seongbuk-gu, Seoul 136-705, Korea Tel: +82.2.920.6098 Fax: +82.2.928.1647
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Babic A, Brekalo M, Juric S, Puljak L. Pressures and interventions imposed on medical school teachers regarding students' examination grades. MEDICAL EDUCATION 2013; 47:820-823. [PMID: 23837428 DOI: 10.1111/medu.12219] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2013] [Revised: 02/27/2013] [Accepted: 03/06/2013] [Indexed: 06/02/2023]
Abstract
OBJECTIVES This study was designed to investigate the pressures and interventions experienced by medical school teachers in relation to grades awarded in assessments of students' knowledge. METHODS Of 124 tenured teachers at the University of Split School of Medicine, 91 (73%) participated in the study through the anonymous completion of a questionnaire administered during the 2011-2012 academic year. RESULTS A total of 42 (46%) teachers reported having experienced some kind of pressure or intervention imposed by students, students' parents or colleagues that was intended to ensure the student obtained a pass or a better grade on an examination. The most common forms of pressure imposed by students were persistent pleading, 'friendly' requests and crying. Students' parents and staff colleagues mostly used 'friendly' requests or indicated that they would like to discuss a student's results. Colleagues who contacted teachers about students' examination results included doctors who did not work at the school and other teachers at the School of Medicine. As a method of preventing the imposition of such pressures and interventions in relation to examination results, teachers suggested that students should be warned against these practices before their courses started and that appropriate policies should be initiated. Some of the teachers rated some specific pressures or interventions as fully or partially acceptable; these included the making of 'friendly' requests, persistent pleading, crying and yelling. Most of the teachers stated that they would report some instances of such interventions to the school management, but 15 (17%) teachers stated that they would not report any type of pressure. CONCLUSIONS It is necessary to raise awareness of the unacceptability of such pressures and interventions in relation to examination results, and to change the current professional culture in which the imposition of such pressures by students, their parents and staff colleagues is considered acceptable and common.
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Affiliation(s)
- Andrija Babic
- Department of Anatomy, Histology and Embryology, University of Split School of Medicine, Split, Croatia
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