2009 ADEASection on Dental Hygiene:

Academic Integrity

Presented by Kelly Muhney RDH, MS

A CARDINAL AMERICAN VIRTUE, ‘AMBITION’, PROMOTES A

CARDINAL AMERICAN VICE, ‘DEVIANT BEHAVIOR’.

Robert Merton, sociologist

ACADEMIC INTEGRITY:Pursuit of knowledge, understanding, and truth in an honest mannerHonest academic conductGrades reflect only that student’s achievementAll activities necessary for continuing intellectual and professional growth

Why do we care aboutacademic integrity?

Moral environmentEducators shape valuesReputation of school and health professionFaculty responsibilityAssessment outcomesDishonest studentPublicGoals of higher education

ACADEMIC DISHONESTY

Intentional participation in deceptive practicesBroad umbrella term

CheatingPlagiarismFabricationAiding-abetting academic dishonestyFalsification of official documents

Obtaining unfair advantage

HONOR CODES

Protect institutionProtect rights of studentProvide equal opportunityDefine expected behaviorsDisciplinary policyDue Process

HONOR CODESSerious test cheating:

1/3 to 1/2 lower on honor code campusesSerious cheating on written assignments:

1/4 to 1/3 lower on honor code campuses

“While an honor code may have a significant impact on peer culture, it is the peer culture itself that appears to be the most significant factor in influencing the level of academic dishonesty.” Dr. Donald McCabe

The Prevalence of Academic Dishonesty in Texas

Dental Hygiene Programs

RESEARCH STUDYReview of previous researchMaterials and methodsResults/DiscussionSummaryLimitationsFurther ResearchRecommendations

1st RESEARCH STUDY on ACADEMIC DISHONESTY

William Bower’s Landmark Study1964600 deans; 500 Class presidentsNationwide representative sample99 colleges: 5000 undergraduates50% admit to cheatingMagnitude of problem:

grossly underestimated

LEVEL AUTHOR YEAR PREVALENCE

HIGH SCHOOL

Josephson Inst.Josephson Inst.Josephson Inst.Kleiner

2008200620041999

64%62%62%84%

COLLEGE McCabeHollingerGrahamSierles

2005199619941980

70%68.1%90%

87.6%

GRADUATE McCabeWajda-Johnson

20052001

94%55.1%

HEALTH Falleur 1990 8%

MEDICAL BaldwinAndersonSierles

199619941980

5%55.9%58.2%

LEVEL AUTHOR YEAR PREVALENCE

DENTAL MuhneyAndrewsLeventis (SIU)Rudavsky (IU)Sherman (UMDNJ)*Howard (UNLV)Press (UMDNJ)*BeemsterboerFuller

20082007200720072007*20062006*20001979

87%75%10% 50%

8 students10 students

25%37 of 46 schools

43%

DEMOGRAPHICSYounger studentsFraternity/sorority membersAthletics or extracurricular activitiesLiving on campusMales over femalesLow GPAPeer BehaviorLevel of seriousnessCheated in the past

CHARACTERISTICS 80%

Cynical or apathetic attitudeEveryone does it Need to cheat to get aheadSuccessful people use whatever means necessary to winCheating is not seriousNormal outcome of competitive environments

Peer behaviorPerception of peer approvalClimate of social acceptance

MATERIALSand

METHODS

RESEARCH QUESTIONS

Prevalence of cheatingAge effects on cheatingImpact of ethics course, honor code school, teacher discussed cheatingPeer reportingJustifications for cheatingDeterrents to cheatingOther forms of cheating

Survey Instrument

Survey.docxcoverletter.doc

Sampling Strategy20 of 21 Dental Hygiene Programs400 matriculating students

ProceduresPilot testSurveys mailed to each schoolConfirmation letter with instructions

15 minutes of class timeNo faculty or staff presentClass president distributeStudent place completed or non-completed survey in attached envelopeEmail and thank you letter

DATA ANALYSISSPSS

Frequencies; chi-square; Fisher’s Exact; cross-tabulationsSignificance level α ≤ 0.05Information data - nominal Age & cheating behaviors - ordinal

Open-ended questions reviewedCommon themes emerged

DATA293 returned; 4 unusable73.25% response rateSurveys=289Question 20 =1 responseQuestion 21 rank ordered=116Question 22 = 25 responsesQuestion 23 = 48 responses

PREVALENCEOverall:86.5%n=250

link

PROGRAM CHARACTERISTICS

No statistical significance for cheating behaviors and

If student had an ethics courseIf the school had an honor codeIf a faculty member discussed cheating

E:\ADEA2009\TableVariables.docx

PEER REPORTING =responsibility of peers to report cheating incidents

observed cheating:62% n=178

reported the incident:10% n=17

JUSTIFICATIONS FOR CHEATING

n=116

Academic Success PressuresOverloaded with demands at school

n=84 30% of total samplePass course/clinic requirement

n=63 22% of total sampleDid not know the material

n=51 18% of total sample

E:\ADEA2009\RankOrderJustifications.docx

JUSTIFICATIONS FOR CHEATING

n=116Attitudes or Situational Factors

To save timen=85 29% of total sample

Did not feel it was serious cheatingn=55 19% of total sample

Easy opportunityn=50 17% of total sample

E:\ADEA2009\RankOrderJustifications.docx

OTHER JUSTIFICATIONSHelp classmate pass course

n=26

To raise GPAn=29

Know peers who cheatn=39

Faculty ignores cheating n=4

List other reasons why you engaged in academic

dishonesty

List anything you feel could decrease the likelihood of

cheating

SUMMARY of RESULTSDH students’ cheating behaviors consistent with the literatureLarge majority cheated one time1:10 peer reportedHigher incidents under age 30 Unauthorized collaboration frequent & common26% studied unauthorized previous exams20% cheated on quiz or exam45% falsely recorded vital signs24% copied previous perio charting53% violated infection control

Summary cont. Academic success pressures:

#1—overloaded by demands at school#2—pass course or clinic requirement

Attitudinal or Situational factors:#1—to save time

Student thoughts on deterrents:Less pressure to succeed!Less overload!Enforcement of Disciplinary Policy!Use of technology for exams!

LIMITATIONSSensitive subjectResponse bias or under-reportingNon-participating studentsProcedures not executed as instructedImpossible to know:

Number of schools with honor codeNumber of schools with ethics courseHow often faculty members discuss cheating

Results limited to Texas DH programs

RECOMMENDATIONSDetermine ethical competencyIncorporate applied professional ethics module didactic and clinicalEnsure acceptance/understanding of honor code & revisit honor codeCalibrate departmentEnforce due process policyDecrease students’ stress levelsApply preventive measuresPromote academic integrity/ ModelingKeep students fascination/attention

FURTHER RESEARCHStudent/Faculty differences

What constitutes academic dishonestyLevel of seriousness for different types

Generation Yattitudes, values, belief systemsmoral development or moral confusionHow faculty can foster academic integrity

Peer influencehow/why major role in decision to cheatPeer reporting

Attitudes on sanctions-different offensesCultural diversity affects on teaching

EthicsDecrease if incorporated each semester

Link PublishedJDEarticle.pdf

kmuhney@bcd.tamhsc.edu