Mapping Norms of Academic Integrity as an Aid to Proactive Regulation

Abstract

This study investigates whether it is possible to map norms of professionalism among medical student and faculty cohorts. The purpose is to provide ongoing information regarding the validity of this approach in multiple settings both within the United Kingdom (UK) and internationally. Its methodology is based on the Dundee Polyprofessionalism Inventory I: Academic Integrity, which solicits recommended sanctions as an indication of the severity with which particular lapses are regarded. The inventory was administered to cohorts in the UK, and results were compared with previously reported results from Saudi Arabia, Pakistan and Egypt. There are a great number of similarities — or congruence — between staff and students within institutions and also across institutions (and indeed countries). However there are also a number of areas in which there are notable differences between median sanctions suggested by staff and students for particular “lapses.” There are fewer areas in which there are greater than two levels of difference of median suggested sanction for students and staff across national boundaries (London and Scotland) or staff across the same national boundaries. The paper presents data from three UK schools and three other countries that indicate a broad base of congruence but also important inter-school and regional differences that may be a function of different national and ethnic cultures. The applicability of the resource needs to be further explored to confirm its usefulness as a tool in professionalism learning.