Adapting and feasibility testing pre-registration e-learning resources for Professionalism in Osteopathy in the UK

Browne, Fiona; Rolfe, KJ; Currie, Alan; Walker, Tim; Roff, Sue

doi:10.1016/j.ijosm.2014.08.002

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…The high number of female medical students and high volume of non-nationals are the unique attributes of the medical school program in the UAE. [8]…”

Section: Discussionmentioning

confidence: 99%

“…Although a Middle Eastern culture and Islamic values are predominant in UAE, Western and Far Eastern beliefs and standards can be widely noticed in the community. Nevertheless, having students from different nationalities [6–8] and cultural backgrounds makes the appraisal of academic dishonesty even more challenging in UAE. The primary purpose of this study is to assess the prevalence of the academic misconduct among the medical students in UAE medical schools.…”

Section: Introductionmentioning

confidence: 99%

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Professionalism among multicultural medical students in the United Arab Emirates

Abdulrahman

Alsalehi

Husain

et al. 2017

Medical Education Online

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Background: Moral competencies and ethical practices of medical professionals are among the desired outcomes of academic training. Unfortunately, academic dishonesty and misconduct are reported from medical colleges across the world. This study investigates the level of academic dishonesty/misconduct among multicultural medical students. Objective: The aim of this study is to investigate the level of academic dishonesty/misconduct among multicultural medical students. Design: Validated and customized version of Dundee Polyprofessionalism Inventory-1 detailing lapses of professionalism in undergraduate health professions education was used to determine the perceived prevalence and self-reported lapses of academic integrity in this study. Results: This study shows that the majority (458/554, 83%) of medical students have admitted to acts of academic dishonesty mentioned in the questionnaire. Approximately 42% (231/554) of the students have given proxy for attendance and 71% of them considered this as an offense. Similarly, 12% (66/554) have copied from the record books of others, and 86% (477/554) have considered it unethical. In addition, 5% (28/554) of the students revealed forging a teacher’s signature in their record or logbooks, with 16% (91/554) of them reporting that they have seen others forge signatures. Conclusion: This is the first multi-center, multi-cultural and multi-ethnic study involving a large number of participants that addresses academic professionalism among medical students in the Middle East. Certainly, the paucity of data limits definitive conclusions about the best approach to prevent academic misconduct in the UAE medical schools. Yet, the results of our study are anticipated not only to benefit the UAE but also to find application in the Arab world, with similar medical school programs, values, culture and tradition.

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“…The high number of female medical students and high volume of non-nationals are the unique attributes of the medical school program in the UAE. [8]…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Professionalism among multicultural medical students in the United Arab Emirates

Abdulrahman

Alsalehi

Husain

et al. 2017

Medical Education Online

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“…The Dundee Polyprofessionalism Inventory 1: Academic Integrity (Roff et al 2011;Browne et al 2015) consists of 34 items outlining lapses of professionalism in undergraduate health professions education. Following Teplitsky (2002), medical students and medical faculty are asked to recommend appropriate sanctions for a first time offence with no mitigating circumstances from the following hierarchy of options, which are theoretical rather than necessarily available within the regulations in each of the medical schools:…”

Section: Methodsmentioning

confidence: 99%

Exploring the climates of undergraduate professionalism in a Saudi and a UK medical school

Guraya

Norman

Roff³

2016

Medical Teacher

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“…Within osteopathy, however, little is published about OPI or its development (OPID). Initiatives in the International Journal of Osteopathic Medicine (IJOM) have undoubtedly raised the profile of osteopathic education research [39][40][41], but this has often focused on practical issues such as student assessment [42][43][44] and learning resources [45][46][47]. A search of IJOM, from inception to present, revealed only three examples of peer-reviewed primary research with explicit OPI focus [23,24,48], although there are some discussion papers [39,[49][50][51][52][53].…”

Section: Introductionmentioning

confidence: 99%

Professional identity in osteopathy: A scoping review of peer-reviewed primary osteopathic research

Phillips¹

2022

International Journal of Osteopathic Medicine

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Adapting and feasibility testing pre-registration e-learning resources for Professionalism in Osteopathy in the UK

Cited by 5 publications

References 9 publications

Professionalism among multicultural medical students in the United Arab Emirates

Professionalism among multicultural medical students in the United Arab Emirates

Exploring the climates of undergraduate professionalism in a Saudi and a UK medical school

Professional identity in osteopathy: A scoping review of peer-reviewed primary osteopathic research

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