Degeeter Michelle, Harris Kira, Kehr Heather, Ford Carolyn, Lane Daniel C, Nuzum Donald S, Compton Cynthia, Gibson Whitney
School of Pharmacy, Wingate University, Hendersonville, NC.
School of Pharmacy, Wingate University, Wingate, NC.
Am J Pharm Educ. 2014 Mar 12;78(2):33. doi: 10.5688/ajpe78233.
Objective. To determine if an educational intervention in a doctor of pharmacy (PharmD) degree program increases pharmacy students' ability to identify plagiarism. Methods. First-year (P1), second-year (P2), and third-year (P3) pharmacy students attended an education session during which types of plagiarism and methods for avoiding plagiarism were reviewed. Students completed a preintervention assessment immediately prior to the session and a postintervention assessment the following semester to measure their ability. Results. Two hundred fifty-two students completed both preintervention and postintervention assessments. There was a 4% increase from preintervention to postintervention in assessment scores for the overall student sample (p<0.05). The mean change was greatest for P1 and P2 students (5% and 4.8%, respectively). Conclusion. An educational intervention about plagiarism can significantly improve students' ability to identify plagiarism.
目的。确定药学博士（PharmD）学位项目中的教育干预是否能提高药学专业学生识别剽窃行为的能力。方法。一年级（P1）、二年级（P2）和三年级（P3）的药学专业学生参加了一次教育课程，课程中回顾了剽窃的类型和避免剽窃的方法。学生们在课程开始前立即完成了干预前评估，并在下个学期完成了干预后评估，以衡量他们的能力。结果。252名学生完成了干预前和干预后评估。总体学生样本的评估分数从干预前到干预后提高了4%（p<0.05）。P1和P2学生的平均变化最大（分别为5%和4.8%）。结论。关于剽窃的教育干预可以显著提高学生识别剽窃行为的能力。
