Faculty and Student Perceptions of Unauthorized Collaborations in the Preclinical Curriculum: Student or System Failure?

H Carrie Chen, H.C. Chen is senior associate dean of assessment and educational scholarship and professor of pediatrics, Georgetown University School of Medicine, Washington, DC.
Kirsten Brown, K. Brown is associate director of teaching and learning resources and career development, vice chair for education, and associate professor of anatomy and cell biology, George Washington University School of Medicine and Health Sciences, Washington, DC.
Yvonne M. Hernandez, Y.M. Hernandez is associate dean for preclinical education and associate professor of pharmacology and physiology, Georgetown University School of Medicine, Washington, DC.
Laura E. Martin, L.E. Martin is a medical student, Uniformed Services University School of Medicine, Bethesda, Maryland.
Catherine T. Witkop, C.T. Witkop is associate dean for medical education and professor of preventive medicine and gynecologic surgery and obstetrics, Uniformed Services University School of Medicine, Bethesda, Maryland.
Aleek Aintablian, A. Aintablian is a medical student, Georgetown University School of Medicine, Washington, DC.
Arianna Prince, A. Prince is a medical student, George Washington University School of Medicine and Health Sciences, Washington, DC.
Anthony R. Artino, A.R. Artino is associate dean for educational research and professor of health, human function, and rehabilitation science, George Washington University School of Medicine and Health Sciences, Washington, DC.
Terry Kind, T. Kind is associate dean of clinical education and professor of pediatrics, Children's National Hospital, George Washington University School of Medicine and Health Sciences, Washington, DC.
Lauren A. Maggio, L.A. Maggio is associate director of research and professor of medicine and health professions education, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland.

Document Type

Journal Article

Publication Date

8-3-2023

Journal

Academic medicine : journal of the Association of American Medical Colleges

DOI

10.1097/ACM.0000000000005356

Abstract

PURPOSE: Unauthorized collaboration among medical students, including the unauthorized provision of assistance and sharing of curricular and assessment materials, is a reported problem. While many faculty view such sharing as academic dishonesty, students do not always perceive these behaviors as problematic. With the trend toward more small-group and team-based learning and the proliferation of resource-sharing and online study aids, collaboration and sharing may have become a student norm. This multi-institutional, qualitative study examined faculty and student perceptions of and student motivations for unauthorized collaboration. METHOD: Using a constructivist approach, the authors conducted scenario-prompted semi-structured interviews with faculty and students in the preclinical curriculum. Participants were asked to reflect on scenarios of unauthorized collaboration and discuss their perceptions of student motivation and the influence of personal or environmental factors. The authors performed inductive thematic analysis of the interview transcripts using open and axial coding followed by abstraction and synthesis of themes. RESULTS: Twenty-one faculty and 16 students across three institutions were interviewed in 2021. There was variation in perceptions among faculty and among students, but little variation between faculty and students. Both participant groups identified the same three areas of tension/themes: faculty/curriculum goals vs student goals, inherent character traits vs modifiable behavioral states, and student relationships with their peer group vs their relationships with the medical education system. Student behaviors were perceived to be influenced by their environment and motivated by the desire to help peers. Participants suggested cultivating trust between students and the education system, environmental interventions, and educating students about acceptable and unacceptable behaviors to prevent unauthorized collaboration. CONCLUSIONS: Given the various tensions and positive motivations behind unauthorized collaborations, institutions should consider explicitly preparing students to make thoughtful decisions when faced with competing priorities in addition to developing mitigation strategies that address the environment and its interactions with students.

Department

Anatomy and Regenerative Biology

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