Attitude and tendency of cheating behaviours amongst undergraduate students in a Dental Institution of India

Abstract

Honesty and integrity are key characteristics expected of a doctor, although academic misconduct amongst medical students is not new. Academic integrity provides the foundation upon, which a flourishing academic life rests. The aim of this study was to investigate the attitude of undergraduate dental students about the seriousness of cheating behaviours and to determine the rate of malpractice amongst these students. A self designed closed ended questionnaire was distributed to 300 undergraduate students in a Dental Institution in India, to rate the seriousness of six cheating behaviours and to assess the rate of malpractice. The response rate was 100%. Two of the six cheating behaviours were considered by at least 61% of the students as very serious cheating behaviours. Almost 70% of the students agreed that they have involved in malpractice in examinations at least once. The majority also felt that cheating in examinations will not have any significant effect on their future. This study has revealed that cheating is an important issue, which needs to be addressed for the benefit of the society at large.

Research on Plagiarism in India during 2002-2016 : A Bibliometric Analysis

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Academic dishonesty and whistleblowing in a higher education institution: A sociological analysis

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Conduta académica em estudantes de medicina: atitudes, perceções e fatores que influenciam

“…Os dados sobre a frequência da prática de comportamentos desonestos pelos estudantes foram recolhidos através de um questionário traduzido e adaptado de um estudo de Hrabak et al [1] e onde são analisados 11 tipos de comportamentos passíveis de serem considerados como prática de desonestidade académica, classificados utilizando uma escala de Likert de 5 pontos: de 1 ('nunca') a 5 ('sempre'). Para avaliar a perceção dos estudantes sobre a gravidade daqueles comportamentos foi usado um questionário traduzido e adaptado de Monica et al [6] com uma escala de Likert de 4 níveis: de 1 ('não grave') até 4 ('muito grave').…”