Scholarlink

<p>Upholding academic integrity during medical training is essential to the development of ethical and professional physicians. Yet, academic dishonesty remains a global concern in medical schools, with implications for both academic and clinical practice. This scoping review mapped and summarized evidence on interventions promoting academic integrity among undergraduate medical students. Following Arksey and O’Malley’s framework and PRISMA-ScR guidelines, a systematic search was conducted in PubMed, Scopus, and ERIC. Eligible studies were charted and analyzed through narrative synthesis. The included studies described three main types of measures: curricular interventions, modifications to assessment methods, and institutional strategies. Most showed improvements in students’ knowledge, attitudes, or perceptions of academic integrity, particularly regarding plagiarism and exam cheating. However, interventions were heterogeneous, context-specific, and rarely included long-term follow-up or rigorous evaluation. Promoting academic integrity in medical education requires comprehensive, context-adapted approaches integrating curricular innovations, fair assessment reforms, and sustained institutional policies. Despite positive short-term outcomes, major gaps persist in standardized pedagogical frameworks, longitudinal evaluation, and evidence on sustainability. Future research should prioritize systematic and culturally sensitive strategies to ensure the ethical formation of future physicians.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Strategies to Promote Academic Integrity in Undergraduate Medical Education: A scoping Review of Global Evidence

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月23日

查看全文
  • Juan Manuel Naranjo Piñeros,
  • Juan José Villamarín Marrugo,
  • Erwin Hernando Hernández Rincón,
  • Álvaro Enrique Romero Tapia,
  • Claudia Liliana Jaimes Peñuela

摘要

Upholding academic integrity during medical training is essential to the development of ethical and professional physicians. Yet, academic dishonesty remains a global concern in medical schools, with implications for both academic and clinical practice. This scoping review mapped and summarized evidence on interventions promoting academic integrity among undergraduate medical students. Following Arksey and O’Malley’s framework and PRISMA-ScR guidelines, a systematic search was conducted in PubMed, Scopus, and ERIC. Eligible studies were charted and analyzed through narrative synthesis. The included studies described three main types of measures: curricular interventions, modifications to assessment methods, and institutional strategies. Most showed improvements in students’ knowledge, attitudes, or perceptions of academic integrity, particularly regarding plagiarism and exam cheating. However, interventions were heterogeneous, context-specific, and rarely included long-term follow-up or rigorous evaluation. Promoting academic integrity in medical education requires comprehensive, context-adapted approaches integrating curricular innovations, fair assessment reforms, and sustained institutional policies. Despite positive short-term outcomes, major gaps persist in standardized pedagogical frameworks, longitudinal evaluation, and evidence on sustainability. Future research should prioritize systematic and culturally sensitive strategies to ensure the ethical formation of future physicians.