Introdução à Medicina May 5, 2006academic misconduct 1 Introdução à Medicina Introdução à Medicina Guiding Professor: Dra. Cristina Santos Work done by: Class 5 Valente ALPeixoto ATorres B Costa BAFerreira BFMesquita BF Santos BMSantos CFAlves CM Oliveira CMCosta CMGuerreiro C Ponte CSilva DJ

May 5, 2006academic misconduct 2 Medical students’ attitudes and reported behaviour on academic misconduct Research Work Third Presentation – April 24, 2006

Introdução à Medicina May 5, 2006academic misconduct 3 Introduction

Introdução à Medicina May 5, 2006academic misconduct 4 Honesty Integrity Professionalism lists.w3.org

Introdução à Medicina May 5, 2006academic misconduct 5 Other Works  At Dundee University Medical School an anonymous questionnaire revealed that medical students could tell right from wrong, but also that their behaviour was not what they considered right (S C Rennie and J R Crosby; Differences in medical students’ attitudes behaviour across the years; 2002).  The observation of american medical students by Sierles F et al reported that 58% of the students had copied during exams (Sierles F, Hendrickx I, Circle S; Cheating at medical school; J Med Educ 1980 ;55: ). And what about Porto’s students??

Introdução à Medicina May 5, 2006academic misconduct 6 Objectives  Analyse the attitudes and reported behaviour of medical students of “Universidade do Porto”, “Tomorrow’s Doctors” “Tomorrow’s Doctors”   Analyse the attitudes and reported behaviour of Porto’s nursing students in comparison with medical students’.

Introdução à Medicina May 5, 2006academic misconduct 7 PARTICIPANTS&METHODS

Introdução à Medicina May 5, 2006academic misconduct 8  Target population: Porto's medical and nursing students.  Samples: Sampling Medicine Nursing FMUP ICBAS 49 / st yr students 34 / rd yr students 22 / th yr students 33 / st yr students 40 / rd yr students 20 / th yr students 39 1 st yr students 40 3 rd yr students 24 4 th yr students 105 Students (out of 1316) 93 Students (out of 850) 105 Students (out of ?) ESEnfSJ

Introdução à Medicina May 5, 2006academic misconduct 9 Sampling The size of the sample (n) was calculated according to the formula: The amplitude of our work is 20% and the proportion (P) is 50%  “n” is equal to 100  The confidence interval is 95%

Introdução à Medicina May 5, 2006academic misconduct 10 Random group sample The units we inquired were classes Classes were randomly chosen (SPSS) 1st Year3th Year“Seniors” FMUP Class 4; 10; 17; 19Class 8; 12; 15Class 9; 16 ICBAS Class 5; 9; 15Class 8; 13Class 2; 10 ESEnfSJ Class c; d; f; jClass c; eClass a; d Sampling

Introdução à Medicina May 5, 2006academic misconduct 11 Data Gathering Instruments  Our questionnaire is a translation and adaptation of one made by students and professors from Dundee University Medical School (Rennie SC, Crosby JR; Are ´´ tomorrow doctors`` honest? Questionnaire study exploring medical students´ attitudes and reported behaviour on academic misconduct).  The survey was made in the three faculties, to randomly chosen classes. FMUP - From the 6th to the 10th of February 2006 ICBAS and ESEnf S.J. – From the 7th to the 20th of February

Introdução à Medicina May 5, 2006academic misconduct 12 Data Gathering Instruments  Information will be collected using two questionnaires: for Boys for Girls

Introdução à Medicina May 5, 2006academic misconduct 13  The Dundee University Medical School questionnaire is composed of 14 different situations. Each student should answer: yes, no or not sure.  In order to adapt the questionnaire to the target population, it was translated. New situations were added and some questions were reformulated. Questionnaire (Model) (Model)

Introdução à Medicina May 5, 2006academic misconduct 14 Gantt Chart Gantt Chart

Introdução à Medicina May 5, 2006academic misconduct 15 Flow chart Flow chart

Introdução à Medicina May 5, 2006academic misconduct 16 Pre-Test  Lowering the probability of occurring systematic and random errors.  Took part in the pre-test: FMUP: students

Introdução à Medicina May 5, 2006academic misconduct 17 Changes:  Situations and questions were reformulated (eg.: situation 19 and question III)  New situations about drinking and going out at night were added.  It was not asked what kind of punishment should be used in each situation.

Introdução à Medicina May 5, 2006academic misconduct 18 Questionnaires (definitive)  Joana’s questionnaire (girls’) (girls’)  João’s questionnaire (boys’) (boys’)

Introdução à Medicina May 5, 2006academic misconduct 19 To try to measure the honesty of the students who answered the questionnaire, one last question was added: “How honest were you answering the. questionnaire?” Possible answerers varied from 0 to 10 (0=Totally dishonest ; 10=Totally honest) This idea only appeared later during the project, so only the last few students answered this question

Introdução à Medicina May 5, 2006academic misconduct 20

Introdução à Medicina May 5, 2006academic misconduct 21 Data Processing Methods SPSS  Collected data was inserted in SPSS  A table was formatted to this specific tasktable

Introdução à Medicina May 5, 2006academic misconduct 22 Statistical Analysis:  Frequency tables  Chi-Square Syntax

Introdução à Medicina May 5, 2006academic misconduct 23 Results

Introdução à Medicina May 5, 2006academic misconduct 24 Situation 3/4/9 Situation 10/11 Situation 15/16/17/18 Situation 13/14 Analysis Project Skipping lessons Professional integrity Cheating Situation 1/2/5/6/7/8 Plagiarism Going out at night Alcohol related issues Next morning tiredness Situation 12/19

Introdução à Medicina May 5, 2006academic misconduct 25 Cheating Dundee results: Most students disagree with cheating, but many would still do it Dundee students report more honesty when it comes to cheating Dundee students report more honesty when it comes to copying another student’s work

Introdução à Medicina May 5, 2006academic misconduct 26 Only half of the students who disagree with cheating would in fact not do it

Introdução à Medicina May 5, 2006academic misconduct 27 Cheating: Differences between Faculties Data Table

Introdução à Medicina May 5, 2006academic misconduct 28 Cheating: Differences between Gender Data Table

Introdução à Medicina May 5, 2006academic misconduct 29 Cheating: Differences between Year Data Table

Introdução à Medicina May 5, 2006academic misconduct 30 Plagiarism Dundee results: Most students would not engage in such behaviour Dundee students are more eager to practise plagiarism

Introdução à Medicina May 5, 2006academic misconduct 31 Plagiarism: Differences between Faculties

Introdução à Medicina May 5, 2006academic misconduct 32 Plagiarism: Differences between gender

Introdução à Medicina May 5, 2006academic misconduct 33 Plagiarism: Differences between Year

Introdução à Medicina May 5, 2006academic misconduct 34 Skipping lessons Students agree with skipping theoretical lessons Skipping theoretical lessons is common practice among students The opposite happens when it is asked about obligatory presence lessons

Introdução à Medicina May 5, 2006academic misconduct 35 Skipping lessons : Differences between Faculties Data Table

Introdução à Medicina May 5, 2006academic misconduct 36 Skipping lessons : Differences between Gender Data Table

Introdução à Medicina May 5, 2006academic misconduct 37 Skipping lessons : Differences between Years Data Table

Introdução à Medicina May 5, 2006academic misconduct 38 Going out at night For most students it is OK to go out at night with lessons the following morning Nonetheless, they would not drink too much

Introdução à Medicina May 5, 2006academic misconduct 39 Going out at night: Differences between Faculties Data Table

Introdução à Medicina May 5, 2006academic misconduct 40 Going out at night: Differences between Gender Data Table

Introdução à Medicina May 5, 2006academic misconduct 41 Professional Integrity Dundee results: Students would not engage in misconducts Dundee students do not seem to praise professional integrity as much as Porto’s

Introdução à Medicina May 5, 2006academic misconduct 42 Professional integrity: Differences between Years Data Table

Introdução à Medicina May 5, 2006academic misconduct 43 The honesty of Students’ answers Scale from 0 (totally dishonest) to 10 (totally honest)

Introdução à Medicina May 5, 2006academic misconduct 44 Main conclusions  If given the chance, Porto’s heath students will copy.  Students’ behaviour is not praiseworthy when it comes to conciliate lessons with going out at night, in detriment of lessons.  Male students seem to be slightly more dishonest.  When it comes to professional integrity, there is no reason to worry about the “Doctors of tomorrow”.

Introdução à Medicina May 5, 2006academic misconduct 45 Acknowledgments  Professor Doutor Altamiro da Costa Pereira  Dra. Cristina Santos  Serviço de Bioestatística e Informática Médica  FMUP  ICBAS  ESEnfSJ