Surviving student life ethically
Objectives
• Describe academic integrity and its relationship to professional integrity.
• Identify two criteria of academic misconduct and cite some examples.
• Identify six areas where students have moral agency in the professional practice setting.
• Discuss two types of wrongdoing students may encounter and what should be done in each case.
New terms and ideas you will encounter in this chapter
academic integrity
academic misconduct
intent
conduct
cheating
plagiarism
legal fraud
Topics in this chapter introduced in earlier chapters
Topic | Introduced in chapter |
Integrity | 1 |
Caring response | 2 |
Moral distress (types A and B) | 3 |
Role of emotion | 3 |
Ethical dilemma | 3 |
Moral agent | 3 |
Utilitarianism | 4, 5 |
Ethical elements, principles | 4 |
Veracity (truth telling) | 4 |
Beneficence | 4 |
Nonmaleficence | 4 |
Six-step process of ethical decision making | 5 |
Introduction
The ethics foundation presented in Section I of this book will serve you well during your student days and throughout your life. This chapter and Chapter 7 focus on your personal moral development and your opportunity to exercise appropriate ethical decision making throughout your career, beginning with the time you are a student. It is especially important to include your role as student and some of the particular opportunities and stresses of this period because no matter your age, the student years are the time your approach to ethical decision making in your professional role takes shape.
Special challenges of student life
As a student, you have the advantage of coming into a situation with a fresh perspective and can raise issues that more seasoned professionals could miss or might gloss over. At the same time, a situation sometimes is misjudged solely because some students do not have the advantage of having served in a professional role or in a particular setting for a long time.1 Your professional judgment is developing in your student experiences.
The story in this chapter highlights some ethical problems inherent in your role as a student.
Reflection
As you look at the story through Matt’s eyes, what do you think are the reasons he is feeling discomfort after the day’s events? Jot them down here.
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During Matt’s clinical education experience, he is facing an ethical problem, and clinical and legal ones, that have features very similar to those he will encounter in his eventual professional practice. Many times we are faced with unexpected situations that are unsettling for one reason or another. However, the opportunities to use his ethics knowledge and skills have presented themselves from the time he set foot in his educational program. We will briefly introduce you to some ways to survive student life ethically in the classroom and then compare them with resources for your experiences as a student in the clinic setting. In the latter, we will return to the story and you will have an opportunity to walk in Matt’s shoes to explore the ethical implications of his situation.
The goal: a caring response
You have already learned in Chapter 3 that for a person to be held responsible for her or his actions the person must be the moral agent in the situation. The health professional’s agency revolves around being able and willing to provide a caring response in a variety of health-related situations. The conduct and attitudes for realizing this goal are embedded in your classroom experience. When you entered your program, you may have had to sign a student honor code or statement of academic integrity. Many universities have such codes and other ethical guidelines that detail the range and scope of your moral agency and responsibility and the responsibilities of the faculty toward you. If you study it carefully, you will see that the items taken together are designed for the positive outcome of your being able to maintain your integrity and the integrity of your profession. When integrity is being honored in the classroom setting, it is said that the student has exercised academic integrity. Breaches of this integrity constitute serious examples of academic misconduct that carry practical, including sometimes legal, sanctions against the student.
Recognizing academic misconduct
Undoubtedly professional educational programs are among the most rigorous and demanding of any type of education. Although the vast majority of students abide by the high ethical standards of honesty, respectfulness, and other conduct consistent with maintaining their own integrity and that of their chosen profession, a few find it too tempting to refrain from taking advantage of others’ work to lessen their own burden. Their conduct conveys dishonesty, cheating, and other deceit and lack of respect for or fairness to others. In these cases, the reasonable expectations of the latter are not honored. It is correct to say that the person taking advantage of the situation has lost sight of his search for a caring response in regards to peers. Programs of professional preparation make the assumption that students who engage in unethical conduct in the classroom have a much higher likelihood of continuing this behavior in their professional career because the pressures on them will be even greater in their role over many years. They will have ignored the opportunities in their educational years to appreciate the power they have for doing harm to patients and others, and the opportunities for them to ethically flourish in their role. Breaches of academic integrity can begin with plans for how to cheat to improve one’s grade, cut corners by using someone else’s material, or lift someone’s information without giving it the appropriate credit (i.e., plagiarism), to name some. Intent is a part of misconduct because it means that a person has set his or her sites on wrongdoing, but for an act to be judged as outright academic misconduct requires conduct that follows through on the intent.
The following straightforward exercise, based on the activities of five health professions students in the classroom who are faced with a midterm examination, helps to highlight some ways that academic integrity can be honored or compromised.2
Reflection
Guido, Shivani, Karl, Aliana, and Jasmine are friends who always study together. On Thursday, they have an important midterm examination that includes about 10 pages of written material analyzing several clinical cases. They are very nervous about this examination because it brings together a large amount of material and they have been feeling overloaded with all of their coursework.
Which of the following constitutes academic misconduct?
We will walk through these responses with you. Plan #1 is not a breach of academic integrity, although it has the potential to rob each student of the opportunity to fully take advantage of preparation for the clinical issues they will face. Plans #2 and 3 are borderline activities, although neither constitutes misconduct solely on the basis of the students’ intent to position themselves so that they can engage in cheating of various types. They would constitute a breach if the students actually take action on this intent. Plans #4 to 7 include both criteria of academic misconduct, intent and conduct. Plan #5 is a blatant act of plagiarism. As moral agents, the students have sacrificed their academic integrity for other ends.
There is a related issue that is extremely important for you to know. In plan #4, Guido chooses to assist Aliana according to the plan set out in plan #2. Just as the law has the idea of “accomplice,” academic misconduct criteria require that you not only refrain from wrongdoing yourself but also report clear instances of wrongdoing by others. This idea carries through into your professional role. If you know that a classmate or professional colleague is engaged in wrongdoing, you are ethically and legally responsible for reporting it.
Fortunately, your professional education program with its honor codes, modeling by professionals, and other guidelines that are being offered to you allow you to fully appreciate the opportunities for refining the character traits and ethical conduct consistent with a caring response that you brought with you from your everyday life. The stakes grow higher when students enter the environment of their future professional activities. That is where Matt Weddle’s ethical challenge takes place, in this instance, in a home care visit as a student. Some factors in his degree of moral agency are the nature of his role as a student, the character of the student-professor relationship, and his inexperience regarding some types of life situations more generally.3
Reflection
Consider Matt Weddle’s experience and write down some areas where he has moral agency as a student.
What is he ethically responsible for?
What is the minimum he would have had to do to constitute a caring response? This will give you a good basis for comparing your judgments about a student’s moral agency with the suggestions in the paragraphs that follow.
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