Academic integrity and the implementation of the honour code in the clinical training of undergraduate dental students

Vidya Raman,Shaun Ramlogan

doi:10.1007/s40979-020-00058-2

Vidya Raman, Shaun Ramlogan

Open Access

https://doi.org/10.1007/s40979-020-00058-2

Copy DOI

Abstract

Educational pressures such as challenging workload, demanding deadlines and competitiveness among undergraduate dental students erode academic integrity in clinical training. The implementation of honour codes have been associated with the reduction in academic dishonesty.An action research was undertaken to investigate and foster academic integrity through creative pedagogical strategies and the implementation of an honour code within the undergraduate dental programme.Students reported the honour code as relevant (86.3%) and it encouraged (> 92%) the five investigated fundamental values of academic integrity (International Centre of Academic Integrity). The students also favoured (86.3%) the annual implementation of the honour code. The creative pedagogical strategy facilitated a change in perception on academic integrity in the clinical scenarios sessions. Most students (85.7%) showed changes in perception of academic integrity. The majority of students’ narratives/responses were positive and the emerging subthemes also espoused the five out of the six ICAI fundamental values of academic integrity. Students indicated the need for inclusion of academic integrity education within the curriculum. They felt that staff also should be guided by an academic integrity policy.Implementation of an honour code coupled with creative pedagogical strategies helped to foster understanding and appreciation for academic integrity. Conversely the honour code implementation was more effective due to the use of supportive creative pedagogical strategies on academic integrity. It is still undetermined whether these change in perception impacted on clinical practice during training and post-graduation.

Highlights

Academic integrity The International Centre of Academic Integrity (ICAI) defined academic integrity based on five fundamental values of ‘honesty’, ‘trust’, ‘fairness’, ‘respect’ and ‘responsibility’ with an updated inclusion of the sixth value of ‘courage’ as a quality element of commitment to the five original values, even in the face of adversity (Fishman 2014)
Pre-study questionnaire on academic dishonesty A total of 91 students consisting of 3rd, 4th and 5th year classes completed the pre-study questionnaire on academic dishonesty to identify the problem in this action research (Table 1)
In response to the presence of dishonesty at the School of Dentistry (SOD), 71.7% agreed while equal amounts disagreed or didn’t know (14.1%)

Summary

Introduction

Academic integrity The International Centre of Academic Integrity (ICAI) defined academic integrity based on five fundamental values of ‘honesty’, ‘trust’, ‘fairness’, ‘respect’ and ‘responsibility’ with an updated inclusion of the sixth value of ‘courage’ as a quality element of commitment to the five original values, even in the face of adversity (Fishman 2014). The questionnaire response rates were 88.9% (n = 24) for the 3rd and 93.1% (n = 27) for the 4th year students (overall total n = 51; 91.1%). Based on five ICAI fundamental original values, students agreed/strongly agreed that the honour code encouraged honesty (94.1%), trust (92.2%), fairness (92.2%), respectfulness (94.1%) and responsibility (96.1%). Annual implementation of the honour code was reportedly agreed/strongly agreed by 86.3% of students. It was agreed/strongly agreed that the SOD should encourage academic integrity by 82.4% of the students surveyed

Methods

Results

Discussion

Conclusion