Introdução à Medicina Work done by: Class 5 Guiding Professor: Valente AL Peixoto A Torres B Costa BA Ferreira BF Mesquita BF Santos BM Santos CF Alves CM Oliveira CM Costa CM Guerreiro C Ponte C Silva DJ Guiding Professor: Dra. Cristina Santos academic misconduct May 5, 2006

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

Introduction academic misconduct May 5, 2006

Honesty Integrity Professionalism www.impensadejacutinga.com lists.w3.org Professionalism www.chirec.be academic misconduct May 5, 2006

Other Works And what about Porto’s students?? 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 ;55:124- 125). And what about Porto’s students?? academic misconduct May 5, 2006

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

PARTICIPANTS & METHODS academic misconduct May 5, 2006

Sampling Target population: Samples: Porto's medical and nursing students. Samples: 49 / 256 1st yr students 34 / 206 3rd yr students 22 / 185 6th yr students FMUP 105 Students (out of 1316) Medicine 33 / 154 1st yr students 40 / 150 3rd yr students 20 / 115 6th yr students ICBAS 93 Students (out of 850) 39 1st yr students 40 3rd yr students 24 4th yr students 105 Students (out of ?) Nursing ESEnfSJ academic misconduct May 5, 2006

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% academic misconduct May 5, 2006

Sampling Random group sample Classes were randomly chosen (SPSS) The units we inquired were classes Classes were randomly chosen (SPSS) 1st Year 3th Year “Seniors” FMUP Class 4; 10; 17; 19 Class 8; 12; 15 Class 9; 16 ICBAS Class 5; 9; 15 Class 8; 13 Class 2; 10 ESEnfSJ Class c; d; f; j Class c; e Class a; d academic misconduct May 5, 2006

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 academic misconduct May 5, 2006

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

Questionnaire (Model) 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. academic misconduct May 5, 2006

Gantt Chart academic misconduct May 5, 2006

Flow chart academic misconduct May 5, 2006

Pre-Test Lowering the probability of occurring systematic and random errors. Took part in the pre-test: FMUP: 20+20 students academic misconduct May 5, 2006

New situations about drinking and going out at night were added. 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. academic misconduct May 5, 2006

Questionnaires (definitive) Joana’s questionnaire (girls’) João’s questionnaire (boys’) academic misconduct May 5, 2006

“How honest were you answering the . questionnaire?” 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 academic misconduct May 5, 2006

Web page’s plan academic misconduct May 5, 2006

Data Processing Methods Collected data was inserted in SPSS A table was formatted to this specific task academic misconduct May 5, 2006

Frequency tables Chi-Square Statistical Analysis: Syntax academic misconduct May 5, 2006

Results academic misconduct May 5, 2006

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

Dundee students report more honesty when it comes to cheating 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 Dundee results: academic misconduct May 5, 2006

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

Cheating: Differences between Faculties Data Table academic misconduct May 5, 2006

Cheating: Differences between Gender Data Table academic misconduct May 5, 2006

Cheating: Differences between Year Data Table academic misconduct May 5, 2006

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

Plagiarism: Differences between Faculties academic misconduct May 5, 2006

Plagiarism: Differences between gender academic misconduct May 5, 2006

Plagiarism: Differences between Year academic misconduct May 5, 2006

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

Skipping lessons : Differences between Faculties Data Table academic misconduct May 5, 2006

Skipping lessons : Differences between Gender Data Table academic misconduct May 5, 2006

Skipping lessons : Differences between Years Data Table academic misconduct May 5, 2006

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 academic misconduct May 5, 2006

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

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

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

Professional integrity: Differences between Years Data Table academic misconduct May 5, 2006

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

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”. academic misconduct May 5, 2006

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