Academic integrity and the implementation of the honour code in the clinical training of undergraduate dental students

Abstract

Abstract Educational pressures such as challenging workload, demanding deadlines and competitiveness among undergraduate dental students erode academic integrity in clinical training. The implementation of honour codes have been associated with the reduction in academic dishonesty. An action research was undertaken to investigate and foster academic integrity through creative pedagogical strategies and the implementation of an honour code within the undergraduate dental programme. Students reported the honour code as relevant (86.3%) and it encouraged (> 92%) the five investigated fundamental values of academic integrity (International Centre of Academic Integrity). The students also favoured (86.3%) the annual implementation of the honour code. The creative pedagogical strategy facilitated a change in perception on academic integrity in the clinical scenarios sessions. Most students (85.7%) showed changes in perception of academic integrity. The majority of students’ narratives/responses were positive and the emerging subthemes also espoused the five out of the six ICAI fundamental values of academic integrity. Students indicated the need for inclusion of academic integrity education within the curriculum. They felt that staff also should be guided by an academic integrity policy. Implementation of an honour code coupled with creative pedagogical strategies helped to foster understanding and appreciation for academic integrity. Conversely the honour code implementation was more effective due to the use of supportive creative pedagogical strategies on academic integrity. It is still undetermined whether these change in perception impacted on clinical practice during training and post-graduation.