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    Pharmacy Students’ Interpretation of Academic Integrity

    Access Status
    Open access via publisher
    Authors
    Emmerton, Lynne
    Jiang, H.
    McKauge, L.
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Emmerton, L. and Jiang, H. and McKauge, L. 2014. Pharmacy Students’ Interpretation of Academic Integrity. American Journal of Pharmaceutical Education. 78 (6): Article ID 119.
    Source Title
    American Journal of Pharmaceutical Education
    DOI
    10.5688/ajpe786119
    ISSN
    0002-9459
    School
    School of Pharmacy
    URI
    http://hdl.handle.net/20.500.11937/42719
    Collection
    • Curtin Research Publications
    Abstract

    Objective: To explore pharmacy students’ recognition and interpretation of situations constituting breaches of academic integrity. Methods: A survey instrument comprising 10 hypothetical student(s) scenarios was completed by 852 students in the bachelor of pharmacy program at an Australian university. The scenarios were relevant to current modes of assessment and presented degrees of ambiguity around academic integrity. Results: Identification of the hypothetical student(s) at fault, particularly in the deliberately ambiguous scenarios, was not related to the respondents’ year of study or sex. Students with fewer years of postsecondary education were more definitive in their interpretation of contentious cases. Respondents from all 4 years of study reported witnessing many of these behaviors among their peers. Conclusion: This study provided novel insight into the ambiguity surrounding academic integrity and students’ perceptions relating to the deliberate or inadvertent involvement of other parties.

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