Cargando…

Academic Integrity in Traditional Vs Online Undergraduate Medical Education Amidst COVID-19 Pandemic

Due to the coronavirus disease (COVID-19) pandemic, undergraduate medical education made a drastic paradigm shift towards online learning and assessment. This study was aimed at developing a statistical approach to empirically analyze the academic integrity of the online exams. Data were collected r...

Descripción completa

Detalles Bibliográficos
Autores principales: Ikram, Faiza, Rabbani, Muhammad Ali
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Cureus 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8051425/
https://www.ncbi.nlm.nih.gov/pubmed/33880266
http://dx.doi.org/10.7759/cureus.13911
_version_ 1783679743706529792
author Ikram, Faiza
Rabbani, Muhammad Ali
author_facet Ikram, Faiza
Rabbani, Muhammad Ali
author_sort Ikram, Faiza
collection PubMed
description Due to the coronavirus disease (COVID-19) pandemic, undergraduate medical education made a drastic paradigm shift towards online learning and assessment. This study was aimed at developing a statistical approach to empirically analyze the academic integrity of the online exams. Data were collected retrospectively from academic records of Physiology and Anatomy courses of a private medical college, in which students had attempted sequential on-campus and online modular exams. We developed a statistical model to predict on-campus and online exam scores of undergraduate medical students, from their previous academic records. Hypothesizing that the predictor model contains comparable explanatory power for both exams, we utilized the explanatory power variation (R(2) statistics) of the improvised model to predict academic dishonesty behavior in traditional vs online exams. Reduced explanatory power (R(2 )statistics) of the model for any mode of the exam, in which students scored considerably different from their previous academic record, was interpreted as indirect evidence of academic dishonesty. Our model explained a large proportion of variation (R(2)) in overall scores of on-campus and online Physiology and Anatomy modules. Whereas, the model could explain only a small proportion of variation in scores of online theory exams, with a moderate effect size (adjusted R(2)). Reduced explanatory power for both Physiology and Anatomy online theory exams implies the chance of academic dishonesty in this particular component of the online exam. Explanatory power variation of a predictor statistical model can be further explored and utilized to monitor academic integrity in future online exams.
format Online
Article
Text
id pubmed-8051425
institution National Center for Biotechnology Information
language English
publishDate 2021
publisher Cureus
record_format MEDLINE/PubMed
spelling pubmed-80514252021-04-19 Academic Integrity in Traditional Vs Online Undergraduate Medical Education Amidst COVID-19 Pandemic Ikram, Faiza Rabbani, Muhammad Ali Cureus Medical Education Due to the coronavirus disease (COVID-19) pandemic, undergraduate medical education made a drastic paradigm shift towards online learning and assessment. This study was aimed at developing a statistical approach to empirically analyze the academic integrity of the online exams. Data were collected retrospectively from academic records of Physiology and Anatomy courses of a private medical college, in which students had attempted sequential on-campus and online modular exams. We developed a statistical model to predict on-campus and online exam scores of undergraduate medical students, from their previous academic records. Hypothesizing that the predictor model contains comparable explanatory power for both exams, we utilized the explanatory power variation (R(2) statistics) of the improvised model to predict academic dishonesty behavior in traditional vs online exams. Reduced explanatory power (R(2 )statistics) of the model for any mode of the exam, in which students scored considerably different from their previous academic record, was interpreted as indirect evidence of academic dishonesty. Our model explained a large proportion of variation (R(2)) in overall scores of on-campus and online Physiology and Anatomy modules. Whereas, the model could explain only a small proportion of variation in scores of online theory exams, with a moderate effect size (adjusted R(2)). Reduced explanatory power for both Physiology and Anatomy online theory exams implies the chance of academic dishonesty in this particular component of the online exam. Explanatory power variation of a predictor statistical model can be further explored and utilized to monitor academic integrity in future online exams. Cureus 2021-03-15 /pmc/articles/PMC8051425/ /pubmed/33880266 http://dx.doi.org/10.7759/cureus.13911 Text en Copyright © 2021, Ikram et al. https://creativecommons.org/licenses/by/3.0/This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Medical Education
Ikram, Faiza
Rabbani, Muhammad Ali
Academic Integrity in Traditional Vs Online Undergraduate Medical Education Amidst COVID-19 Pandemic
title Academic Integrity in Traditional Vs Online Undergraduate Medical Education Amidst COVID-19 Pandemic
title_full Academic Integrity in Traditional Vs Online Undergraduate Medical Education Amidst COVID-19 Pandemic
title_fullStr Academic Integrity in Traditional Vs Online Undergraduate Medical Education Amidst COVID-19 Pandemic
title_full_unstemmed Academic Integrity in Traditional Vs Online Undergraduate Medical Education Amidst COVID-19 Pandemic
title_short Academic Integrity in Traditional Vs Online Undergraduate Medical Education Amidst COVID-19 Pandemic
title_sort academic integrity in traditional vs online undergraduate medical education amidst covid-19 pandemic
topic Medical Education
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8051425/
https://www.ncbi.nlm.nih.gov/pubmed/33880266
http://dx.doi.org/10.7759/cureus.13911
work_keys_str_mv AT ikramfaiza academicintegrityintraditionalvsonlineundergraduatemedicaleducationamidstcovid19pandemic
AT rabbanimuhammadali academicintegrityintraditionalvsonlineundergraduatemedicaleducationamidstcovid19pandemic