( 2007) conducted an online study among dental students with students reporting to have cheated between 57.5% and 74% on assignments or exams respectively. 2000), it was reported that academic dishonesty occurred in most schools with one to two incidences per year. In a survey of 55 US dental schools (Beemsterboer et al. Academic dishonesty or cheating was not a new phenomenon and has become an increased problem among undergraduate students internationally (Martin et al. Academic dishonestyĪcademic dishonesty was variably defined based on institution and country without universal consensus but may be simply referred to as fraud or cheating in an academic environment (Marshall and Varnon 2017). An individual’s action was dictated by internal reflection, one’s value system, aspiration for oneself and influence of role models. Bertolami ( 2004) advocated self-introspection before ethical behaviour. Karp ( 2009) proposed that knowing ethics and being ethical were two different things an individual has to know better in order to do better. Principles of behaviour and ethics for academic communities are governed by the ICAI fundamental values.
#Pitt student spss code code
Dentistry is one health care profession which is guided by such a moral code of the Hippocratic oath. Professionalism and ethics are moral qualities and characteristics which are an integral part of academic integrity.
#Pitt student spss code professional
In medical academia, individuals must be committed to honesty and truthfulness in their pursuit of knowledge and such virtues are essential professional attributes for interaction with colleagues, peers, faculty, support staff and patients. ( 2013) have espoused that academic integrity should involve all stakeholders in learning and teaching inclusive of both academics (teachers) and students. Macfarlane ( 2014) have defined academic integrity as ‘values, behaviour and conduct of academics in all aspects of their practice’. The International Centre of Academic Integrity (ICAI) defined academic integrity based on five fundamental values of ‘honesty’, ‘trust’, ‘fairness’, ‘respect’ and ‘responsibility’ with an updated inclusion of the sixth value of ‘courage’ as a quality element of commitment to the five original values, even in the face of adversity (Fishman 2014). It is still undetermined whether these change in perception impacted on clinical practice during training and post-graduation. Conversely the honour code implementation was more effective due to the use of supportive creative pedagogical strategies on academic integrity. Implementation of an honour code coupled with creative pedagogical strategies helped to foster understanding and appreciation for academic integrity. They felt that staff also should be guided by an academic integrity policy. Students indicated the need for inclusion of academic integrity education within the curriculum. The majority of students’ narratives/responses were positive and the emerging subthemes also espoused the five out of the six ICAI fundamental values of academic integrity. Most students (85.7%) showed changes in perception of academic integrity. The creative pedagogical strategy facilitated a change in perception on academic integrity in the clinical scenarios sessions. The students also favoured (86.3%) the annual implementation of the honour code. Students reported the honour code as relevant (86.3%) and it encouraged (> 92%) the five investigated fundamental values of academic integrity (International Centre of Academic Integrity). The implementation of honour codes have been associated with the reduction in academic dishonesty.Īn action research was undertaken to investigate and foster academic integrity through creative pedagogical strategies and the implementation of an honour code within the undergraduate dental programme. Educational pressures such as challenging workload, demanding deadlines and competitiveness among undergraduate dental students erode academic integrity in clinical training.