Showing papers in "Journal of Academic Ethics in 2019"
TL;DR: In this paper, a sample of 15,159 undergraduate students from eight Russian highly selective universities was surveyed to understand what factors influence their decision to engage in dishonest behaviour, and Ajzen's Theory of Planned Behaviour (TPB) was employed to explain dishonest behaviour among students.
Abstract: Student academic dishonesty is a pervasive problem for universities all over the world. The development of innovative practices and interventions for decreasing dishonest behaviour requires understanding factors influencing academic dishonesty. Previous research showed that personal, environmental, and situational factors affect dishonest behaviour at a university. The set of factors and the strength of their influence can differ across countries. There is a lack of research on factors affecting student dishonesty in Russia. A sample of 15,159 undergraduate students from eight Russian highly selective universities was surveyed to understand what factors influence their decision to engage in dishonest behaviour. Ajzen’s Theory of Planned Behaviour (TPB) was employed to explain dishonest behaviour among students. The explained variance in the engagement in academic dishonesty equals 48% in the model for the full sample, and reaches 69% in the model for one of the considered institutions. The major findings of this study were: (1) subjective norms appeared to dominate as the strongest predictor of academic dishonesty across the Russian universities; (2) perceived behavioural control, appeared to be positively related to the dishonest behaviour. In the majority of universities, this factor was found to be insignificant. This finding indicates a specific feature of Russian students’ an ethical decision-making process discussed in the last part of the paper.
37 citations
TL;DR: In this paper, student survey data from the UK, Czechia, Poland and Romania were analyzed for differences in students' perceptions of three specific aspects of plagiarism policy at their respective universities.
Abstract: Students’ attitudes towards plagiarism and academic misconduct have been found to vary across national cultures, although the relationship between national culture and students’ perceptions of plagiarism policy remains unexplored. Student survey data (n = 1757) from the UK, Czechia, Poland and Romania were analysed for differences in students’ perceptions of three specific aspects of plagiarism policy – access, support and detail – at their respective universities. Considered through the lens of Hofstede’s cultural dimensions, the study found significant differences between the UK and the three Eastern European countries for all measures except students’ awareness of the penalties applied for plagiarism. Low ‘power distance’ and high ‘individualism’ were related to positive perceptions of plagiarism policy and process. The findings suggest that institutional plagiarism policy and procedures need to be responsive to the unique characteristics of national cultural context.
31 citations
TL;DR: In this paper, a bibliometric study was conducted to identify the intellectual structure of the field of academic dishonesty and plagiarism and found that Donald L. McCabe (academic dishonesty) and Richard L. Marsh (plagiarism) appear as the most productive authors.
Abstract: Educational policy and social sciences researchers have been studying dishonest behaviors among students for a long time. In this bibliometric study we examine the extant literature on academic dishonesty until 2017. We also analyze the specific case of the literature on plagiarism (as a specific type of academic dishonesty) since it is arguably one of the most common academic dishonest behavior. We aim at identifying the intellectual structure of the field of academic dishonesty and plagiarism. Results show that Donald L. McCabe (academic dishonesty) and Richard L. Marsh (plagiarism) appear as the most productive authors. Furthermore, Whitley (Research in Higher Education, 39(3), 235–274, 1998) “Factors associated with cheating among college students: A review”, and Pennycook (TESOL Quarterly, 30(2), 201–230, 1996), entitled “Borrowing others’ words: Text, ownership, memory, and plagiarism” are the most cited publications on academic dishonesty and on plagiarism, respectively. Additionally, a strong connection between the McCabe and Trevino articles emerged from the co-citation analysis on academic dishonesty, and also a strong relationship between Pennycook (TESOL Quarterly, 30(2), 201–230, 1996) and Pecorari (Journal of Second Language Writing, 12(4), 317–345, 2003), suggesting that these articles are strongly connected. Results suggest that these are the most influential authors and articles of the field.
24 citations
TL;DR: In this article, the authors look at the interview responses of a group of students taking cyber university classes to gain insight into their perceptions and motivations for cheating, and find that students felt that academic dishonesty was a natural aspect of their learning experience.
Abstract: With the increase in students taking online classes to complete their degrees, there is a corresponding increase of research into how students might participate in these online classes. One way in which students may participate, but subvert the parameters of the online class they are taking, is by engaging in academic dishonesty. Academic dishonesty can reduce the quality of the learning experience for students, and reduce the validity and trust in online class’s assessment. For this reason, understanding how student perceive their cheating behavior is useful for researchers. This paper looks at the interview responses of a group of students taking cyber university classes to gain insight into their perceptions and motivations for cheating. The responses were varied, but showed the ad-hoc nature of the behavior and that students felt that academic dishonesty was a natural aspect of their learning experience.
21 citations
TL;DR: The Glossary for Academic Integrity as mentioned in this paper is a taxonomy of terms related to academic integrity, including integrity, Misconduct, and Neutral terms, which was developed by the European Network of Academic Integrity project.
Abstract: A clear understanding of terminology is crucial in any academic field. When it is clear that complex interdisciplinary concepts are interpreted differently depending on the academic field, geographical setting or cultural values, it is time to take action. Given this, the Glossary for Academic Integrity, newly developed by the European Network for Academic Integrity project, served as the basis for compiling a comprehensive taxonomy of terms related to academic integrity. Following a rigorous coding exercise, the taxonomy was partitioned into three constituent components – Integrity, Misconduct and Neutral terms. A review of relevant literature sources is included, and the strengths and weaknesses of existing taxonomies are discussed in relation to this new offering. During the creation of these artefacts the authors identified and resolved many differences between their individual interpretative understandings of concepts/terms and the viewpoints of others. It is anticipated that the freely-available glossary and taxonomy will be explored and valued by researchers, teachers, students and the general public alike.
16 citations
TL;DR: The data suggests that the piloting of the TeSLA system has triggered a deepening consideration of approaches to academic integrity, and has also helped to identify important issues for future developments.
Abstract: This paper presents a case study carried out at Sofia University in Bulgaria, describing the relationship between two developments, firstly an expanding involvement with online learning and e-assessment, and secondly the development of institutional approaches to academic integrity. The two developments interact, the widening use of e-learning and e-assessment raising new issues for academic integrity, and the technology providing new tools to support academic integrity, with the involvement in technological developments acting as a catalyst for changes in approaches to academic integrity. The aim of this study is to describe in what ways the integration of technologies for student authentication and authorship checking in this university has begun to influence teachers’ approach to academic integrity, and has also helped to identify specific issues that need to be resolved for the future of academic integrity in the university. Data collected during the implementation of pilots for the project TeSLA - An adaptive trust-based e-assessment system - enabled an examination of the perspectives of administrators, teachers and students on approaches to cheating and plagiarism, and on possible future directions. The data suggests that the piloting of the TeSLA system has triggered a deepening consideration of approaches to academic integrity, and has also helped to identify important issues for future developments.
14 citations
TL;DR: In this paper, the authors examined the cheating behaviors and perceptions of 819 business and engineering students at three private Lebanese universities, two of which are ranked as the top two universities in the country.
Abstract: Studies have found that academic dishonesty is widespread. Of particular interest is the case of business students since many are expected to be the leaders of tomorrow. This study examines the cheating behaviors and perceptions of 819 business and engineering students at three private Lebanese universities, two of which are ranked as the top two universities in the country. Our results show that cheating is pervasive in the universities to an alarming degree. We first analyzed the data by looking at the variables gender, college (business vs. engineering), GPA, and whether the students had taken the business ethics course. We then supplemented this analysis by building an ordered logistic regression model to test whether these independent variables affect the level of engagement in cheating behavior when we control for the other variables. The results show that males engage in cheating more than females and that students with a lower GPA engage in cheating more. We initially find a difference between business and engineering students, but once we control for the other variables, this difference ceases to exist. Our most surprising result is that the business ethics course seems to have a detrimental effect on the cheating behavior of students. Finally, we find that perception plays a key role in defining the behavior of students. The more that students perceive that others are engaging in a certain behavior, the higher the probability that they will engage in the behavior, even if they believe that this behavior constitutes cheating.
12 citations
TL;DR: In this article, a game tutorial called "Goblin threat" is used to increase university students' ability to recognize plagiarized passages, and the game tutorial covers information about how to cite properly, types and consequences of plagiarism and the differences between paraphrasing and plagiarism.
Abstract: This project assesses the ability of a game tutorial, “Goblin Threat” to increase university students’ ability to recognize plagiarized passages. The game tutorial covers information about how to cite properly, types and consequences of plagiarism, and the differences between paraphrasing and plagiarism. The game involves finding and clicking on “goblins” who ask questions about various aspects of plagiarism. Sound effects and entertaining visuals work to keep students’ attention. One group of 177 students enrolled in an online Psychology of Adolescence course answered four multiple choice plagiarism recognition questions in the months after completing the online game tutorial while another group of over 400 students in the same online psychology course did not have access to the game tutorial, but answered the same multiple choice plagiarism recognition questions over the same period of time. The group who played the game tutorial showed an 11% improvement in recognizing plagiarized passages over the comparison group, a statistically significant difference. Results suggest the ability to keep students focused may be an important ingredient for plagiarism interventions.
12 citations
TL;DR: The authors analyzed the length, English-language readability, and translation of academic integrity policies of 453 four-year U.S. institutions of higher education and found that the average academic integrity policy is over 2000 words long, is written above the 16th-grade reading level, and is very rarely translated into a language other than English (0.06% of the sample).
Abstract: A large body of research has indicated international students in the United States (U.S.) and abroad experience difficulties understanding what academic integrity is and how to avoid academic misconduct (Bista To Improve The Academy, 30(1), 159–172 2011; Brown & Howell, 2001; Gullifer and Tyson Studies in Higher Education, 39(7), 1202-1218 2014). While most studies focus on academic misconduct and academic corruption in research ethics (Macfarlane et al. Studies in Higher Education, 39(2), 339-358 2014), this study analyzes the length, English-language readability, and translation of academic integrity policies of 453 four-year U.S. institutions of higher education. Findings indicate average academic integrity policies are over 2000 words long, are written above the 16th-grade reading level, and are very rarely translated into a language other than English (0.06% of the sample). In addition, no institutions published their academic integrity policies in full on their institutional international student website, possibly rendering the policy difficult to locate on the institution’s website for international students. Implications for research, policy, and practice are addressed.
9 citations
TL;DR: In this article, the authors investigate the kinds of ethical issues that confront proofreaders and how they deal with them, and highlight the need for the regulation of proofreading to ensure it is standardized and consistently administered from writer to writer.
Abstract: L2 student writers in UK universities often seek the services of a ‘proofreader’ before submitting work for assessment, and the proliferation of freelance proofreaders and online proofreading agencies has led to debates about the ethics of the proofreading of student writing in publications such as Times Higher Education. This study investigates the kinds of ethical issues that confront proofreaders and how they deal with them. Nine UK university proofreaders proofread the same poor-quality L2 applied linguistics master’s essay, explaining their interventions by talking aloud while proofreading and at a subsequent interview. Proofreaders addressed ethical difficulties by means of two macrostrategies: (i) selective proofreading; and (ii) declining to proofread in part or in whole. Two additional findings relating to ethics emerged from the study: firstly, some informants experienced dilemmas and uncertainties despite their attempts to proofread ethically; secondly, a number of informants went far beyond traditional, narrow conceptualizations of proofreading, making interventions affecting the writer’s structure, argumentation, and content which could be seen as unethical. The findings highlight the need for the regulation of proofreading to ensure it is standardized and consistently administered from writer to writer, and I close by recommending that universities strive to implement more formative types of proofreading to enhance writers’ academic literacy, not just their texts.
9 citations
TL;DR: In this paper, the main factors of academic cheating and plagiarism in four countries (Russia, US, Poland, and Latvia) are analyzed, namely individual, motivational, and contextual.
Abstract: In this article, the main factors of academic cheating and plagiarism in four countries (Russia, US, Poland, and Latvia) are analyzed. Three groups of factors are investigated, namely individual, motivational, and contextual. A mixed method approach has been used, with material including student surveys, interviews with university teachers and administrators, and analysis of university documents. The survey results show that the role of individual social-demographic factors are not significant for predicting misconduct. Students are prone to neutralize their own blame in misconduct, and refer to the external conditions by the proposition that it is difficult to avoid cheating and plagiarism during university studies. Students are also more likely to cheat and plagiarize in the conditions of weak teachers’ control and deterrents. Such results demonstrate the importance of an integrity policy at the national, institutional and classroom levels, and that the social and cultural environment can be important factors in cheating. Integrity systems and the level, which they have been implemented, have a significant impact on student misconduct and attitudes toward cheating.
TL;DR: In this article, the authors presented a qualitative study that employed in-depth interviews for data collection and employed a judgmental sampling of twenty lecturers who used Sakai/MOODLE Learning Management System (LMS) for teaching.
Abstract: The framework, Technological Pedagogical Content Knowledge, Ethics and Accomplishment (TPACKEA) provides an extension to a modified TPACK framework by adding ‘Ethics’ and ‘Accomplishment’. The reason is that further theoretical formulations and deployments need to be carried out on Technological Pedagogical Content Knowledge (TPACK) if TPACK research is to harmonize and constructively strengthen the field of blended/full online learning in higher education. It is a qualitative study that employed in-depth interviews for data collection. The data collection procedure of this study employed a judgmental sampling of twenty (20) lecturers who used Sakai/MOODLE Learning Management System (LMS) for teaching. It was observed that the extension of the modified TPACK framework to include ‘Ethics’ and ‘Accomplishment’ needs was in practical terms suitable and necessary for effective teaching and learning in higher education. It has been recommended that universities provide education on academic ethics and appropriate behaviours, sponsor lecturers in their academic careers and create an enabling environment for teaching and learning so that lecturers will get to the state of accomplishment in a blended learning milieu.
TL;DR: In this article, the authors provide a tentative, working conceptual framework for research ethics in a global higher education environment, in the light of intensified threats of international terrorism which have brought this historic relationship to the contemporary foreground of academic life.
Abstract: Addressing the complex and longstanding relationship between universities and security and intelligence agencies, this article provides a tentative, working conceptual framework for research ethics in a global higher education environment. The article does so in the light of intensified threats of international terrorism which have brought this historic relationship to the contemporary foreground of academic life. Seeing higher education environments as part of a broader process of enhanced security in societies worldwide, we use securitization theory to provide an analytical framework specifically for understanding a complex of historical-contemporary relationships between universities and security and intelligence agencies. As the basis for framing the ethical issues which arise for researchers across all disciplines, the intention is to raise awareness of a relationship which by its very, especially historical, nature, has been secret. The article suggests identify a three-fold analytical framework were structural, operational and ethical considerations are interwoven in complex ways. At the structural level we identify three modus operandi (covert, overt, covert-overt); and four academic ethical principles (standards; freedom; engagement; conduct). While the conceptual framework presented makes no pretence of offering a complete or comprehensive picture of a complex and still evolving relationship, the intention is provide some critical balance and coherence to a contentious not to say often divisive aspect of research ethics in the securitised university.
TL;DR: Qualitative data from a diverse sample of 32 students at an elite university is used to examine whether students perceive CED use to be advantageous, equitable, and fair, situating cognitive enhancement as an emerging ethical and social equity concern in higher education.
Abstract: So-called cognitive enhancing drugs (CEDs) are relatively common in higher education, especially among students who are white, male, and attend highly selective institutions. Using qualitative data from a diverse sample of 32 students at an elite university, the present study aims to examine whether students perceive CED use to be advantageous, equitable, and fair. Participants were either medical or nonmedical users of CEDs-primarily ADHD stimulant medications such as Adderall. Data were first coded openly, then axially into themes, and finally arranged to respond to research aims around social and ethical concerns. Ethical perceptions and behavioral justifications varied by participants' personal use frequency, class standing, and perceived social norms surrounding CEDs. Among the salient themes to emerge was the belief that CED use is a lesser or more tenable form of cheating, that the vagueness and prevalence of ADHD justifies nonmedical use, and that above all, CEDs are advantageous. Some participants expressed concern about the advantageousness of CEDs when coupled with a perceived imbalance of their use among students from traditionally underrepresented backgrounds, with one calling it "the white version of cheating." Implications for cheating and drug use prevention are discussed, situating cognitive enhancement as an emerging ethical and social equity concern in higher education.
TL;DR: In this paper, a questionnaire to assess views on reporting the academic misconduct of a colleague was developed and sent to all students enrolled at the University of Rijeka, Croatia, and the results indicated that a tendency to protect fellow student and to comply with other opinions is the most influential factor that prevents students from reporting peers' misbehavior.
Abstract: Academic misconduct is widespread in all cultures, and factors that influence it have been investigated for many years. An act of reporting peers’ misconduct not only identifies and prevents misconduct, but also encourages a student to think and act morally and raises awareness about academic integrity. The aim of this study was to determine factors that prevent students from reporting academic misconduct. A questionnaire to assess views on reporting the academic misconduct of a colleague was developed and sent to all students enrolled at the University of Rijeka, Croatia. Results indicate that a tendency to protect fellow student and to comply with other opinions is the most influential factor that prevents students from reporting peers’ misbehavior. Furthermore, scientific discipline, gender, and age are all significant factors in students’ intention to report peer misconduct. Understanding the factors that influence students’ willingness to report academic misconduct enables faculties, administrators and students to strengthen the ethical culture in the academic community.
TL;DR: In this article, an ethical decision-making model was developed in the PUBS context based on moral theories and empirically tested the model and found that moral philosophies and subjective norm exert positive and significant effects on unethical behaviour intention.
Abstract: Public university business schools (PUBS) appear to struggle in upholding their educational self. Corporate scandals linked to business graduates raise questions about the role of PUBS in the development of civilized societies. This study develops an ethical decision making model in the PUBS context based on moral theories and then empirically tests the model. The model hypothesizes that individuals’ moral philosophies in terms of egoism and utilitarianism as well as subjective norm in terms of peer influence affect their unethical behavioural intention. Moreover, this study compares ethical levels between business students with those from other disciplines. Data was collected using a structured questionnaire from established public universities in Malaysia. The data was analysed using the Smart Partial Least Squares, a second generation structural equation modelling software, as well as the SPSS version 23. The results reveal that moral philosophies and subjective norm exert positive and significant effects on unethical behaviour intention. The study, however, found no significant effect with regard to unethical behaviours between business and non-business students. The authors argue that a university’s status may explain a student’s intentions towards ethics. Implications of the results and future research are proposed.
TL;DR: The SCT was able to differentiate between students with varying degrees of ethical reasoning ability, and each vignettewas able to distinguish between overall poor and good test performers.
Abstract: A script concordance test (SCT) was developed as an innovative tool for assessing ethical reasoning ability. An SCT of 12 medical ethical vignettes were constructed from the UNESCO Casebook on Human Dignity and Human Rights. The vignettes were reviewed by a panel of 15 medical experts before administration to a panel of 18 clinicians. The clinician’s answers were used to constitute the scoring key. The SCT was then administered to first and final year medical students. Data were analysed using SPSS. Internal consistency was assessed using Cronbach’s alpha. SCT performance was tested for association with sex, year of study and race by comparing the mean SCT scores between categories within each variable. Internal consistency as measured by Cronbach’s alpha values, ranging from 0.597 to 0.902, indicated high intra-vignette reliability for 10 of the vignettes. Inter-vignette reliability was high at 0.797. Mean SCT scores were not significantly different between students of different gender, year of study and ethnicity. However, each vignette was able to distinguish between overall poor and good test performers. The SCT was able to differentiate between students with varying degrees of ethical reasoning ability.
TL;DR: In this article, the Academic Integrity Survey (McCabe et al. 2001) was administered to a representative sample of 384 students from different departments and content analysis was performed on 24 disciplinary hearing files from the previous academic year in order to ascertain which students were brought before the committee and why.
Abstract: An important measure of the success of an academic institution is evaluation of its moral health. In order to investigate academic integrity in our institution, we administered the Academic Integrity Survey (McCabe et al. 2001) to a representative sample of 384 students from different departments. In addition we performed content analysis on 24 disciplinary hearing files from the previous academic year in order to ascertain which students were brought before the committee and why. Results show that the majority of students perceived academic misconduct as a serious matter. Those who reported high on academic misconduct were concentrated among those who had not done national service, studied in the science faculty, and were Arabic-speaking students. Evaluation of the disciplinary hearings revealed that half the student brought before the committee were Arabic-speaking students despite their relatively small numbers in the college (approximately 16% of total student population). The findings suggest that prevention of academic misconduct should focus on supporting specific at-risk populations.
TL;DR: This article examined responses from 166 faculty members to explore these perceptions and found that faculty had varying opinions, depending on previous experience with CSRs and beliefs around power differentials, and that there is rampant ambiguity and subjectivity when defining and handling CSRs on campus.
Abstract: Consensual sexual relationships (CSR) between faculty and students at universities are a growing issue for administrators. Often times, administrators view these relationships as potential sexual harassment cases given the power disparities that often exist between the parties involved. Therefore, many universities have written policies essentially equating CSRs to sexual harassment. Despite the recent growth of these policies, how faculty compare CSRs and sexual harassment is often overlooked, particularly as it relates to perceived power differentials. The current study examined responses from 166 faculty members to explore these perceptions. Results indicate faculty had varying opinions, depending on previous experience with CSRs and beliefs around power differentials. These findings contribute to previous literature which indicates there is rampant ambiguity and subjectivity when defining and handling CSRs on campus.
TL;DR: The use of PPE in the training of students in the health professions should support the ethical principles of Beauchamp and Childress, namely beneficence, non-maleficence, autonomy and justice/fairness.
Abstract: Globally, universities make use of peer physical examination (PPE) in health professions students’ teaching of physical examination skills. PPE has many educational benefits, such as teaching normal anatomy and function, development of compassion and empathy, to feel what it is like to be examined from a patient’s perspective, improvement of communication skills, correcting errors in technique and improve confidence. The benefits for patients include protection from repeated examinations by unskilled students. The aim of the study was to investigate health sciences students’ perceptions of the ethical aspects of PPE. A qualitative investigation, which included two focus group interviews with students and one with lecturers, was used for data collection. Most students and lecturers regarded PPE as beneficial, as it provides a safe environment for students in the health sciences to improve their clinical competence and confidence, without fear of embarrassment or failure. Students stated that PPE promoted the development of empathy with and respect for their patients. It was suggested that in a culturally diverse society, guidelines specifically related to religious customs and convictions should be provided to give students an indication of appropriate and acceptable behaviour towards fellow students when practising PPE. The use of PPE in the training of students in the health professions should support the ethical principles of Beauchamp and Childress, namely beneficence, non-maleficence, autonomy and justice/fairness.
TL;DR: The Charles Koch Foundation (CKF) has paid hundreds of millions of dollars to US universities in contractual exchanges as discussed by the authors and many of these contracts have dictated the establishment or support of a CKF affiliated center or institute on campus and university employment of CKF-affiliated tenured or tenure-track professors who agree to promote the CKF philosophy of minimal government regulation of business.
Abstract: Since 2000, the Charles Koch Foundation (CKF) has paid hundreds of millions of dollars to US universities in contractual exchanges. Many of these contracts have dictated the establishment or support of a CKF-affiliated center or institute on campus and university employment of CKF-affiliated tenured or tenure-track professors who agree to promote the CKF philosophy of minimal government regulation of business. While many in the academic community are opposed to these contracts because of concerns about academic freedom and the transfer of university decision-making from the campus to the external wealthy, the CKF has successfully forged many such contracts with universities. While most of these contracts are undisclosed, 14 of these contracts were obtained and analyzed to determine what the CKF has been purchasing from these universities.
TL;DR: This paper explored students' reactions to a case involving peer rating and found significant differences in the overall quantitative ratings assigned by participants in the two scenarios Participants' answers also involved more justice considerations in the professor scenario than in the student scenario.
Abstract: The purpose of this mixed-methods study was to explore students’ reactions to a case involving peer rating We asked undergraduate and graduate students at a Midwestern liberal arts university to rate the performance of a close friend To explore how role might impact the students’ decisions, we randomly assigned participants to one of two rating scenarios In the first scenario, students rated a fellow student who had not completed his or her fair share of a group project In the second scenario, students were asked to play the role of a professor who had to rate a peer We found significant differences in the overall quantitative ratings assigned by participants in the two scenarios Participants’ answers also involved more justice considerations in the professor scenario than in the student scenario The results suggest that students may have difficulty in being honest during peer evaluation processes
TL;DR: It was seen that academic assignment and age were important factors for the nurse academicians’ attitudes towards the colleagues and the teaching process and their attitudes towards academic ethical values were meaningful at a high level.
Abstract: Academic ethical values, having the well-deserved place by nursing and other scientific fields, and developing of the nursing science are proportionate to obeying the academic ethical values and internalizing those values. This study was carried out to determine the nurse academicians’ attitudes related to ethical values and related factors. The descriptive research was carried out between the dates of May and June 2017. The scope of the research consisted of nurse academicians working for two universities in Turkey and the sample of the study consisted of 103 nurse academicians who had accepted to participate in the research. Data were collected by using “Descriptive Characteristics Information Form” and “Academic Ethics Values Scale”. Ethical considerations: Ethic approval from the institution, the Training and Research Hospital Noninvasive Clinical Studies Ethics Committee at the University of Izmir Katip Celebi, and written approval from the owner of the scale were taken in order to carry out the study. The average age of the participants was 35.7 ± 9.6 (min: 23, max: 65), 95% of them were female, and 51.5% of them were working as research assistants. The nurse academicians’ total item point average was 177,99 ± 11,01 and the attitudes of nurse academicians towards academic ethical values were positively. When the sub-dimension item point averages of the scale were examined, the lowest item point average was determined for the sub-dimension of “Scientific Research” (21.16. ± 3.80) as the highest item point average were being determined for the sub-dimension of “Teaching Process” (58.66 ± 5.27). In this study that the participants’ attitudes towards academic ethical values were found meaningful at a high level, it was seen that academic assignment and age were important factors for the nurse academicians’ attitudes towards the colleagues and the teaching process.
TL;DR: This work assessed consent requirements in a sample of 10 top impact factor general medicine journals that publish clinical images, examining variability in consent requirements for clinical image publication and congruence of requirements with the recommendations of the ICMJE.
Abstract: The consent process for publication of clinical images in medical journals varies widely. The extent of this variation is not known. It is also not known whether journals follow their own stated best practices or the guidance of the International Committee of Medical Journal Editors (ICMJE). We assessed consent requirements in a sample of 10 top impact factor general medicine journals that publish clinical images, examining variability in consent requirements for clinical image publication and congruence of requirements with the recommendations of the ICMJE. Clinical image consent requirements varied widely from journal to journal. None of the studied journals, even amongst n = 4 ICMJE members or n = 8 journals who self-report adherence to ICMJE guidelines, comply with all of the recommendations of the ICMJE. Half of studied journals require a journal-specific consent form. Among top medical journals there is significant heterogeneity in consent requirements for clinical images. Variability of consent requirements is neither practical nor rational; inconsistent requirements create uncertainty for authors, present impediments to dissemination of scholarship, and undermine a shared professional understanding of how best to protect patient privacy. We propose adopting a standardized consent form and process for publication of identifiable images in medical journals, with uniform elements and explicit definitions.