Graham Bruce S, Knight G William, Graham Linda
Dr. Graham is Professor of Restorative Dentistry and Dean Emeritus, College of Dentistry, University of Illinois at Chicago; Dr. Knight was Interim Dean, College of Dentistry, University of Illinois at Chicago, when this study was conducted and is now Senior Associate Dean of Academic Affairs, School of Dentistry, Oregon Health & Science University; and Ms. Graham is Senior Research Specialist, College of Dentistry, University of Illinois at Chicago.
J Dent Educ. 2016 Jan;80(1):5-13.
Cheating incidents in 2006-07 led U.S. dental schools to heighten their efforts to enhance the environment of academic integrity in their institutions. The aims of this study were to document the measures being used by U.S. dental schools to discourage student cheating, determine the current incidence of reported cheating, and make recommendations for enhancing a culture of integrity in dental education. In late 2014-early 2015, an online survey was distributed to academic deans of all 61 accredited U.S. dental schools that had four classes of dental students enrolled; 50 (82%) responded. Among measures used, 98% of respondents reported having policy statements regarding student academic integrity, 92% had an Honor Code, 96% provided student orientation to integrity policies, and most used proctoring of final exams (91%) and tests (93%). Regarding disciplinary processes, 27% reported their faculty members only rarely reported suspected cheating (though required in 76% of the schools), and 40% disseminated anonymous results of disciplinary hearings. A smaller number of schools (n=36) responded to the question about student cheating than to other questions; those results suggested that reported cheating had increased almost threefold since 1998. The authors recommend that schools add cheating case scenarios to professional ethics curricula; disseminate outcomes of cheating enforcement actions; have students sign a statement attesting to compliance with academic integrity policies at every testing activity; add curricular content on correct writing techniques to avoid plagiarism; require faculty to distribute retired test items; acquire examination-authoring software programs to enable faculty to generate new multiple-choice items and different versions of the same multiple-choice tests; avoid take-home exams when assessing independent student knowledge; and utilize student assessment methods directly relevant to clinical practice.
2006 - 2007年的作弊事件促使美国牙科学院加大力度，改善其院校内的学术诚信环境。本研究的目的是记录美国牙科学院为阻止学生作弊所采取的措施，确定当前所报告作弊行为的发生率，并就加强牙科教育中的诚信文化提出建议。在2014年末至2015年初，向所有61所经认可的、招收了四个年级牙科学生的美国牙科学院的学术院长进行了一项在线调查；50所院校（82%）做出了回应。在所采取的措施中，98%的受访者报告有关于学生学术诚信的政策声明，92%有荣誉准则，96%向学生介绍了诚信政策，并且大多数院校在期末考试（91%）和测试（93%）中采用监考。关于纪律处分程序，27%报告称其教职员工很少报告可疑的作弊行为（尽管76%的学校有此要求），40%公布了纪律听证会的匿名结果。回答关于学生作弊问题的学校数量较少（n = 36），与其他问题相比；这些结果表明，自1998年以来，所报告的作弊行为增加了近两倍。作者建议学校在职业道德课程中增加作弊案例；公布作弊处罚行动的结果；让学生在每次测试活动中签署一份声明，证明其遵守学术诚信政策；在课程内容中增加正确写作技巧以避免抄袭；要求教师分发以前的考试题目；购置考试命题软件程序，使教师能够生成新的多项选择题以及同一多项选择题测试的不同版本；在评估学生独立知识时避免采用带回家完成考试；以及采用与临床实践直接相关的学生评估方法。
Zotero 插件