“Lifting the carpet” on cheating in medical school exams: Table

Tonkin, Anne

doi:10.1136/bmj.h4014

Cited by 23 publications

(30 citation statements)

References 21 publications

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“…As a preventive measure, some studies suggested that students need awareness and training to avoid plagiarism behavior [ 29 , 30 ]. Likewise, another study suggested that educators around the world must address cheating in their institutions by conducting in-depth research on effective ways to reduce its prevalence [ 31 ]. Based on the findings, we think that students must be aware of the effects of cheating on their future careers and ultimately the quality of the healthcare they will provide to their community, nation or humanity.…”

Section: Discussionmentioning

confidence: 99%

Self-reported cheating among medical students: An alarming finding in a cross-sectional study from Saudi Arabia

et al. 2018

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Academic misconduct/dishonesty has become widespread behavior among many university students across the globe, and medical education is not an exception. Until recently, few efforts have been made to study the dishonest behavior in Middle-Eastern universities. This study examined the prevalence and predisposing factors of cheating among medical students in Saudi Arabia and suggests suitable preventive measures. A cross-sectional survey-based study was conducted at a government medical college during the 2014–2015 academic year. The response rate was 58.5% (421/720). The overall cheating behavior practiced by the participants was 29%, predominantly by male students. High GPA scoring students were the least likely to cheat. The participants living with their families were more likely to cheat compared to those who were living apart from their families. The reasons participants gave to justify their cheating behavior included getting better grades, passing the course, and lacking preparation while still recognizing that cheating is a ‘mistake.’ Overall, significant academic misconduct concerning cheating was found among the Saudi medical students; this misconduct is alarming in a reputable government institution. The implementation of strict punishments, requiring ethical courses and creating ethical awareness by exploiting the potential of Islamic religious belief might help to control this problem.

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Section: Discussionmentioning

confidence: 99%

Self-reported cheating among medical students: An alarming finding in a cross-sectional study from Saudi Arabia

et al. 2018

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“…The preparation of online assessments and training for various online platforms has been a struggle for faculty as well as students [ 1 , 16 , 17 , 24 ]. Furthermore, unproctored online assessments may encourage students towards academic misconduct or dishonesty, i.e., plagiarism and cheating, [ 25 , 26 ] which may “severely affect the knowledge and conduct of future doctors and therefore the quality of healthcare” [ 27 ].…”

Section: Impact Challenges and Opportunities Of Covid-19 On Preclinmentioning

confidence: 99%

Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond

Gaur

Majumder

et al. 2020

SN Compr. Clin. Med.

232

206

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COVID-19 pandemic has disrupted face-to-face teaching in medical schools globally. The use of remote learning as an emergency measure has affected students, faculty, support staff, and administrators. The aim of this narrative review paper is to examine the challenges and opportunities faced by medical schools in implementing remote learning for basic science teaching in response to the COVID-19 crisis. We searched relevant literature in PubMed, Scopus, and Google Scholar using specific keywords, e.g., “COVID-19 pandemic,” “preclinical medical education,” “online learning,” “remote learning,” “challenges,” and “opportunities.” The pandemic has posed several challenges to premedical education (e.g., suspension of face-to-face teaching, lack of cadaveric dissections, and practical/laboratory sessions) but has provided many opportunities as well, such as the incorporation of online learning in the curriculum and upskilling and reskilling in new technologies. To date, many medical schools have successfully transitioned their educational environment to emergency remote teaching and assessments. During COVID-19 crisis, the preclinical phase of medical curricula has successfully introduced the novel culture of “online home learning” using technology-oriented innovations, which may extend to post-COVID era to maintain teaching and learning in medical education. However, the lack of hands-on training in the preclinical years may have serious implications on the training of the current cohort of students, and they may struggle later in the clinical years. The use of emergent technology (e.g., artificial intelligence for adaptive learning, virtual simulation, and telehealth) for education is most likely to be indispensable components of the transformative change and post-COVID medical education.

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“…An example of an online advert offering a bespoke essay writing service to undergraduate students. (Edubirdie.com, 2019) Cheating in higher education is reported to be rising (Tonkin, 2015), with social media being used to compromise academic integrity within healthcare education (Khadem-Rezaiyan et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Practical tips for teaching academic integrity in the digital age

Younis¹,

Gishen²

2019

MedEdPublish

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Background: Medical education, as with other areas of healthcare education, is susceptible to cheating, with national and international examples cited in the literature. There are documented examples in the lay press, but limited scholarly activity in the field, which can be a challenging area to research and tackle. We have begun to explicitly address academic integrity within our undergraduate curriculum, including a focus on plagiarism, selfplagiarism, and covert sharing of questions. We believe this is an important curricular topic as exhibiting unprofessional behaviours can correlate with professional practice and can potentially have implications for practitioners and patients. Aim: To present 12 tips on teaching academic integrity in the digital age to medical students. Method: The tips presented are based on our experiences of teaching academic digital integrity to medical students, primarily in the form of a scenario based quiz. We do also extrapolate from content on academic integrity elsewhere within our professionalism syllabus. Results: The tips suggest that early, contemporary and contextualised material that is co-produced with students may offer a useful prophylactic approach to teaching about academic integrity. Conclusions: The principles presented could be adapted to other healthcare students and settings, including postgraduate education.

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“Lifting the carpet” on cheating in medical school exams: Table

Abstract: A recent case in Australia highlights that cheating is a real challenge for academic medical educators. Anne Tonkin finds both a sketchy literature and a culture that perpetuates cheating-both research and action are needed Anne L Tonkin emeritus professor

Cited by 23 publications

References 21 publications

Self-reported cheating among medical students: An alarming finding in a cross-sectional study from Saudi Arabia

Self-reported cheating among medical students: An alarming finding in a cross-sectional study from Saudi Arabia

Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond

Practical tips for teaching academic integrity in the digital age

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