Academic Misconduct: Attitudes and Perceptions of Brazilian Medical Students

Abstract

Academic misconduct during medical school is common, with multifactorial causes, and can negatively impact the training and professional performance of future physicians. This study investigated factors linked to academic misconducts among medical students during their training. It is a transversal, quantitative, and analytical study that assessed the perception of 240 students from five medical courses in Salvador, Bahia, Brazil. A virtual, semi-structured, anonymous, self-completed questionnaire was used, with sociodemographic and academic variables recorded. Behavioral patterns were analyzed using hypothetical situations based on medical students' code of ethics, and the data were compared based on participant and institutional characteristics. Results showed that medical students reported that ethical attitudes were maintained during graduation (98.3%) and the majority claimed to know the student code of ethics (89.2%). However, there was a high frequency of academic misconduct, especially "recording classes without authorization" (72.9%), "cheating on tests" (67.9%) and " improperly sign attendance lists" (65.0%). We observed a higher association of females with actions such as "cheating on exams" and taking "pictures with anatomical parts and dummies". In addition, posting pictures with patients and taking on duty without medical supervision occurred more frequently among students from private schools. Although the students considered themselves to be ethical, a high frequency of inappropriate behavior in academic situations was evidenced. This scenario points to the need for greater attention to training based on moral and ethical commitment in academic activities, with a view to future professional performance. Keywords: cross-sectional studies, higher education, medical education, medical ethics, medical students

A concept analysis of misconduct: Application to nursing education

“…Farahat’s study indicated laziness and lack of knowledge about academic integrity were the major antecedents for misconduct besides parents’ pressure to earn high grades. 16 Regarding attributes, Dorea-Bandeira et al 15 and Farahat 16 indicated that unethical behavior and violation of academic integrity are common characteristics of misconduct. Both studies concluded that misconduct leads to the loss of credibility of the graduates and leaves students confused regarding the sense of professional ethics.…”

“…Both studies concluded that misconduct leads to the loss of credibility of the graduates and leaves students confused regarding the sense of professional ethics. 15,16…”

“…Both studies concluded that misconduct leads to the loss of credibility of the graduates and leaves students confused regarding the sense of professional ethics. 15,16 In the Netherlands, Mol and van den Hoven 17 investigated the differences between males and females in committing academic misconduct and the type of unethical behaviors practiced by graduate students studying life science. The authors concluded that lack of time and knowledge were the major antecedents of misconduct.…”

“…17 Congruently with Dorea-Bandeira et al, Farahat, and Cocca and Cocca; Mol and van den Hoven indicated breaches of academic integrity as the explanation of misconduct. [15][16][17][18] Following the same track, Kadayam Guruswami et al 19 studied health professionals-students' perceptions of academic misconduct and reasons for such behaviors. The findings indicated that academic workload and the pressure to earn high grades were the main antecedents that forced students to commit unethical behaviors (misconduct).…”

“…This literature revealed that the consequences of misconduct were penalties within academic institutions. 12,[15][16][17][18][19][20][21][22] Business. The business world views misconduct as a practice done throughout an entire organization or personal behavior.…”