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首页> 外文期刊>BMC Medical Education >Faculty perceptions of student plagiarism and interventions to tackle it: a multiphase mixed-methods study in Qatar
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Faculty perceptions of student plagiarism and interventions to tackle it: a multiphase mixed-methods study in Qatar

机译：学生抄袭和干预措施的教师看法：卡塔尔的多相混合方法研究

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摘要

The widespread use of the internet and other digital resources has contributed to the escalation of plagiarism among medical students and students of other healthcare professions. Concerns were raised by faculty at Weill Cornell Medicine-Qatar (WCM-Q), a branch of Weill Cornell Medicine of Cornell University in New York, who had been observing plagiarism in students’ assignments. To identify the extent of plagiarism practices and their contributing factors, a two-phase mixed-method research study was conducted, comprising a survey administered in 2013, followed by longitudinal interventions, and a second survey in 2017 to measure the impact of the interventions. By Phase II, overall observed plagiarism incidents per year decreased from 44 to 28%, and the number of faculty who observed no plagiarism incidents increased significantly from 12 to 37%. The faculty concerned about student plagiarism decreased by 33% [53.1 to 20%] between Phase I and Phase II. When students are provided with information regarding what constitutes plagiarism and their institution’s policy in response to plagiarism incidents, they are less likely to engage in such practices.
机译：互联网和其他数字资源的广泛使用促进了医学生和其他医疗专业的学生之间的抄袭升级。 Weill Cornell Medicine-Courtic-Congell（WCM-Q）是纽约康奈尔大学的康奈尔大学康奈尔医学分支的担忧，他一直在观察学生作业的抄袭。为确定抄袭实践的程度及其贡献因素，进行了一项两相混合方法研究研究，包括2013年进行的调查，其次是纵向干预措施，以及2017年的第二次调查，以衡量干预措施的影响。第二阶段，每年的总体观察到的抄袭事件从44％降至28％，观察到抄袭事件的教师数量明显增加12％至37％。关于学生抄袭的教师在I和第二阶段之间减少了33％[53.1至20％]。当学生提供有关抄袭和其机构以回应抄袭事件的抄袭和其机构的政策的信息时，他们不太可能从事此类做法。

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