Faculty perceptions of dishonesty on medical students: Prevalence, motivations and implications Percepciones de los profesores sobre de la deshonestidad en estudiantes de Medicina: prevalencia, motivaciones e implicaciones Academic Article in Scopus uri icon

abstract

  • © 2018 Elsevier España, S.L.U.Introduction: Academic dishonesty are attitudes and actions taken by the student in order to obtain benefits. Little is known about the effect of teachers on this phenomenon. The objective of this research was to study the perception of teachers about the prevalence, motivation and implications of academic dishonesty on students, as well as to analyze their role in the incidence of these behaviors. Methods and materials: The study was quantitative, descriptive and cross-sectional. A questionnaire of 39 items that assesses the model that explains the dishonesty in the factors of prevalence, motivation and implications. The means were analyzed considering as factors for the ANOVA test: the years of experience and the stage of the career in which the faculty participates. Results: The faculty members indicate that the most frequent behaviors are: the student that obtains credit for work where he / she did not participate, and plagiarism in activities and tasks, with an average of 2.13 and 2.18 respectively. Of the motivators, the most involved are: obtaining higher grades, and the easiness offered by new technologies, with an average of 3.91 and 3.82 respectively. On the implications, although the professors claim that they have witnessed dishonesty, only 48.2% have opened the conversation with the students during their class. Discussion: It is necessary to strengthen the institutional policies that enable the methods of reporting and monitoring risk situations. Particularly, a point of interest is removing the responsibility of faculty about the documentation of evidence and the responsibility of the process itself.

publication date

  • September 1, 2020