Pharmacy faculty experiences and perceptions of academic dishonesty

INTRODUCTION

Academic dishonesty (AD) continues to be an area of concern in pharmacy education. While studies have been conducted evaluating various forms and interventions to address AD, few have looked at faculty experiences and perceptions of AD in doctor of pharmacy (PharmD) programs in the United States.

METHODS

A 52-item survey was distributed electronically to pharmacy faculty at 129 colleges of pharmacy (COP). Faculty perceptions and experiences related to AD were recorded using a six-point Likert-type scale. Data were reported as the percentage of respondents for each level of agreement in addition to the mean and SD of the agreement level for each survey item.

RESULTS

Responses were received from 775 faculty from 126 COP (14.2% response rate). Faculty agreed that AD was an issue in pharmacy education in general (76%) and at their institution (70%), however respondents also agreed that AD was quickly addressed by their institution (72%) and were confident in their institution's ability to manage AD infractions (68%). Faculty agreed that it is both difficult (82.5%) and frustrating (75.2%) to report AD infractions at their institution. Female faculty (P = .006) and those who spent more time in classroom (P < .001) agreed more that they witnessed AD in the classroom. Findings were further stratified by gender, faculty rank, time in class, and terminal degree.

CONCLUSIONS

AD was perceived as an issue in pharmacy education. Transparency in the AD handling process and increased student education about AD were identified as potential solutions to reduce AD occurrences.

Integrity of nursing students in Israel: An exploratory study

AIM

Research regarding the relationship between academic year and age and academic integrity is ambiguous; and at times confounded by a conflation of the terms "age" and "academic year." This research aims to disentangle age from academic year and to assess the possible impact of those two factors on academic integrity.

BACKGROUND

There is a growing concern regarding the lack of academic integrity among nursing students. The lack of academic integrity not only undermines the ability of academic institutions to accurately assess the professional training of nursing students, but also poses a danger to those who may ultimately depend on these nurses for treatment.

DESIGN

Cross-sectional analysis of self-report measures of nursing students.

METHODS

In the Fall of 2020, 143 nursing students at a faith-based academic institution in Israel completed an online, anonymous questionnaire addressing academic integrity and background demographics of respondents (i.e. age, academic year, sex).

RESULTS

No general trends regarding dishonesty and academic year or age emerged, though advanced students reported being less honest on work-based presentations. Also, differences emerged in self-acknowledged frequency of the different forms of cheating. Cheating on exams is the least frequent of all the forms of cheating, while enabling others to cheat was the most frequent type.

CONCLUSIONS

We hypothesized that academic dishonesty would decrease with both age and academic year. No such overall trend emerged when all cheating items are considered as an unweighted 'cheating index.' However, there were differences among different types of cheating. Cheating on exams is the least frequent of all the forms of cheating, while enabling others to cheat is engaged in most frequently and presumably perceived to be the most benign. Enabling others may be related to the communal nature of Israeli society and further amplified by the homogenous nature of the student body. Also, it is suggested that differences between cheating on familiar methods of evaluation (e.g. tests) and unfamiliar methods, which the students only experience as they advance in their degree (e.g. case studies) is a function of their gradual exposure to these novel methods. It is suggested that further research regarding this matter is warranted. Finally, the possible importance of the findings for those interested in advancing academic integrity are discussed, with a focus on how cultural matters and the novelty of forms of evaluation should be addressed to advance academic integrity among student as they advance in their studies.