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Student and faculty perceptions: appropriate consequences of lapses in academic integrity in health sciences education

机译：学生和教职员工的看法：健康科学教育中学术诚信缺失的适当后果

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A breadth of evidence supports that academic dishonesty is prevalent among higher education students, including students in health sciences educational programs. Research suggest individuals who engage in academic dishonesty may continue to exhibit unethical behaviors in professional practice. Thus, it is imperative to appropriately address lapses in academic dishonesty among health sciences students to ensure the future safety of patients. However, students and faculty have varying perceptions of what constitutes academic dishonesty and the seriousness of breaches in academic dishonesty. The purpose of this study is to gain health sciences faculty and students’ perceptions on the appropriate consequences of lapses in academic integrity. Faculty and students from different health care disciplines were asked to complete the anonymous survey in which 10 different academic (non-clinical) and clinical scenarios were presented. For each scenario, students or faculty needed to address their concern and assign an academic consequence that they considered appropriate (ranked from no consequence to dismissal). A mixed-effects model was used to assess the difference of questionnaire scores between subgroups. The study was completed in the Spring of 2017. A total of 185 faculty and 295 students completed the electronic survey. Across all survey questions (clinical and non-clinical), the perceived severity of the behavior predicted the consequence chosen by the respondent, indicating that both faculty and students assigned what they felt to be appropriate consequences directly based on their values and perceptions. Both faculty and students show congruence in their opinions regarding the perceived seriousness of clinical cases (p?=?0.220) and the recommended consequences assigned to such lapses (p?=?0.110). However, faculty and students statistically significantly disagreed in their perception of the severity of non-clinical academic dishonesty scenarios and recommended consequences (p??0.001). Our research supports the need for collaborative work between faculty and students in putting forth clear guidelines on how to manage and uphold rules related to lapses in academic integrity not only for non-clinical situations, but especially for clinical ones in a health care setting. Recommendations from this research include using an honor code utilized in clinical settings.
机译：大量证据表明，不诚实行为在高等教育学生（包括健康科学教育课程的学生）中普遍存在。研究表明，从事学术不诚实行为的个人可能会在专业实践中继续表现出不道德行为。因此，必须适当地解决健康科学专业学生学术不诚实的失误，以确保患者未来的安全。但是，学生和教职员工对什么构成学术不诚实以及违反学术不诚实的严重性有不同的认识。这项研究的目的是获得健康科学的教师和学生对学术诚信失落的适当后果的理解。来自不同卫生保健学科的教职员工和学生被要求完成匿名调查，其中提出了10种不同的学术（非临床）和临床方案。对于每种情况，学生或教职员工都需要解决他们的关注并分配他们认为合适的学术成果（从无结果到解雇）。混合效果模型用于评估子组之间问卷得分的差异。该研究于2017年春季完成。共有185名教职员工和295名学生完成了电子调查。在所有调查问题（临床和非临床问题）中，行为的感知严重程度预言了受访者选择的结果，表明教职员工和学生都直接根据他们的价值观和看法分配了他们认为合适的结果。教职员工和学生在对临床病例的严重程度（p = 0.220）和对此类失误的建议后果（p = 0.110）方面均表示一致。但是，在统计上，教师和学生对非临床学术不诚实情况的严重性和建议的后果有明显的不同（p <0.001）。我们的研究支持教师与学生之间进行协作工作的需要，提出了关于如何管理和维护与学术诚信下降有关的规则的明确指南，不仅针对非临床情况，而且尤其针对医疗机构中的临床情况。这项研究的建议包括使用临床环境中使用的荣誉码。

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