Henning Marcus A, Ram Sanya, Malpas Phillipa, Sisley Richard, Thompson Andrea, Hawken Susan J
Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand.
School of Pharmacy, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand.
J Med Ethics. 2014 Oct;40(10):702-9. doi: 10.1136/medethics-2013-101420. Epub 2013 Aug 16.
This paper presents students' views about honest and dishonest actions within the pharmacy and medical learning environments. Students also offered their views on solutions to ameliorating dishonest action. Three research questions were posed in this paper: (1) what reasons would students articulate in reference to engaging in dishonest behaviours? (2) What reasons would students articulate in reference to maintaining high levels of integrity? (3) What strategies would students suggest to decrease engagement in dishonest behaviours and/or promote honest behaviours? The design of the study incorporated an initial descriptive analysis to interpret students' responses to an 18-item questionnaire about justifications for dishonest action. This was followed by a qualitative analysis of students' commentaries in reference to why students would engage in either honest or dishonest action. Finally a qualitative analysis was conducted on students' views regarding solutions to dishonest action. The quantitative results showed that students were more likely to use time management and seriousness justifications for dishonest actions. The qualitative findings found that students' actions (honest or dishonest) were guided by family and friends, the need to do well, issues of morality and institutional guidelines. Students suggested that dishonest action could be ameliorated by external agencies and polarised views between punitive and rewards-based mechanisms were offered. These results suggest that these students engaged in dishonest action for various reasons and solutions addressing dishonest action need to consider diverse mechanisms that likely extend beyond the educational institution.
本文呈现了学生对药学和医学学习环境中诚实与不诚实行为的看法。学生们还就改善不诚实行为的解决方案发表了自己的看法。本文提出了三个研究问题：（1）学生针对参与不诚实行为会阐述哪些理由？（2）学生针对保持高度诚信会阐述哪些理由？（3）学生会提出哪些策略来减少不诚实行为的参与度和/或促进诚实行为？该研究的设计包括初步的描述性分析，以解读学生对一份关于不诚实行为正当理由的18项问卷的回答。随后对学生关于为何会采取诚实或不诚实行为的评论进行了定性分析。最后，对学生关于不诚实行为解决方案的观点进行了定性分析。定量结果表明，学生更倾向于为不诚实行为使用时间管理和严肃性方面的正当理由。定性研究结果发现，学生的行为（诚实或不诚实）受家人和朋友、取得好成绩的需求、道德问题和机构准则的引导。学生们认为外部机构可以改善不诚实行为，并提出了基于惩罚和奖励机制的两极分化观点。这些结果表明，这些学生出于各种原因参与不诚实行为，解决不诚实行为的方案需要考虑可能超出教育机构范围的多种机制。
