dc.contributor.author | Brown, Ted | |
dc.contributor.author | Isbel, Stephen | |
dc.contributor.author | Bourke-Taylor, Helen | |
dc.contributor.author | Gustafsson, Louise | |
dc.contributor.author | McKinstry, Carol | |
dc.contributor.author | Logan, Alexandra | |
dc.date.accessioned | 2019-05-29T13:06:06Z | |
dc.date.available | 2019-05-29T13:06:06Z | |
dc.date.issued | 2018 | |
dc.identifier.issn | 0045-0766 | |
dc.identifier.doi | 10.1111/1440-1630.12472 | |
dc.identifier.uri | http://hdl.handle.net/10072/380264 | |
dc.description.abstract | Background: Academic integrity is the moral code of academia.
Students who demonstrate trustworthiness in an
academic setting are more likely to be dependable in a
clinical setting. It is, therefore, important for occupational
therapy academic and fieldwork educators to know the academic
integrity profile of their students and to address
any areas of academic dishonesty in curriculum design
and delivery. To date, there has been no baseline description
of the academic honesty profile of Australian occupational
therapy students.
Aim: To establish a baseline of academic integrity and
academic dishonesty among occupational therapy undergraduate
and graduate-entry masters students in a cohort
of Australian students.
Methods: Seven hundred and one students from five Australian
universities completed a self-report questionnaire
comprising demographic questions and six standardised
scales measuring academic integrity.
Results: Overall, occupational therapy students reported
high levels of academic and fieldwork integrity; however,
some areas of concerns exist. Students report copying material
without citations at least once during their studies
(55%), obtaining test questions at least once during their
studies (42.6%) or padding out a bibliography (39.5%).
Conclusion: Occupational therapy education needs to
continue to emphasise the importance of academic and
fieldwork integrity. Students need to be explicitly taught
what academic honesty and dishonesty is and be provided
with the resources and time to complete academic work to
reduce the risk of academic dishonesty | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Wiley-Blackwell Publishing Asia | |
dc.publisher.place | Australia | |
dc.relation.ispartofpagefrom | 285 | |
dc.relation.ispartofpageto | 294 | |
dc.relation.ispartofissue | 4 | |
dc.relation.ispartofjournal | Australian Occupational Therapy Journal | |
dc.relation.ispartofvolume | 65 | |
dc.subject.fieldofresearch | Clinical sciences | |
dc.subject.fieldofresearch | Health services and systems | |
dc.subject.fieldofresearch | Public health | |
dc.subject.fieldofresearchcode | 3202 | |
dc.subject.fieldofresearchcode | 4203 | |
dc.subject.fieldofresearchcode | 4206 | |
dc.title | Descriptive profile of the academic integrity of Australian occupational therapy students | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
gro.hasfulltext | No Full Text | |
gro.griffith.author | Gustafsson, Louise | |