Publication: Engaño académico en contexto de pandemia: Reporte de estudiantes de fisioterapia
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Date
2022
Authors
Reinoso-González, Eduardo
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Publisher
Centro de Estudios en Educación Médica de la Universidad de Murcia (CeuEM) y Universidad de Murcia. Servicio de publicaciones
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Description
Abstract
Introducción: En el marco del actual escenario sanitario, la educación médica ha debido alinear sus procesos de formación con base en el confinamiento y la modalidad e-learning. ElSARS COV-2 impulsó el uso masivo de la tecnología para continuar con los diferentes programas, lo que no sólo ha significado un cambio en la modalidad de entrega de contenidos, prácticas clínicas y evaluación, sino un aumento significativo en los comportamientos de engaño académicopor parte del cuerpo estudiantil. Objetivo: Describir el reporte de estudiantes de segundo año de la salud sobre el engaño académico en contexto de pandemia. Método: Estudio cualitativo fenomenológico hermenéutico con técnica de análisis de contenido, mediante recolección de datos por entrevista individual a una muestra de 73 estudiantes de segundo año de fisioterapia de la Universidad Católica de la Santísima Concepción, Chile. Resultados: Se obtuvieron categorías del discurso estudiantil sobre el engaño académico: a) Motivación del fenómeno, b) Recomendaciones para evitar el fenómeno, c) Obstaculizadores del fenómeno, d) Facilitadores del fenómeno y e)Reflexiones sobre el fenómeno. Conclusiones: Los estudiantes que reconocen realizar engaño académico durante la modalidad e-learning relacionan la modalidad virtual como uno de los facilitadores de esta conducta, que fortalece vínculos sociales y académicos con sus pares y recomiendan modificaciones en las formas de evaluación
Introduction: In the current health scenario, medical education has had to align itstraining processes based on confinement and the e-learning modality. The SARS COV-2 promotedthe massive use of technology to continue with the different programs, which has not only meant achange in the modality of content instruction, clinical practices and evaluation, but also asignificant increase in the behaviors of academic misconduct by the student body. Objective: Todescribe the report of second-year physiotherapy students regarding academic misconduct in thepandemic context. Method: Hermeneutic phenomenological qualitative study with contentanalysis technique and data collection, through individual interviews to a sample of 73 second-year students from the “Universidad Católica de la Santísima Concepción”. Results: Categories ofstudent discourse on academic misconduct were obtained: a) Phenomenon motivation, b)Recommendations to avoid the phenomenon, c) Obstacles to the phenomenon, d) Facilitators ofthe phenomenon and e) Reflections on the phenomenon. Conclusions: Students who acknowledgeengaging in academic cheating during the e-learning modality, relate virtual modality as one ofthe facilitators of this behavior, which strengthens social and academic ties with their peers andrecommend modifications in the forms of evaluation in the e-learning modality.
Introduction: In the current health scenario, medical education has had to align itstraining processes based on confinement and the e-learning modality. The SARS COV-2 promotedthe massive use of technology to continue with the different programs, which has not only meant achange in the modality of content instruction, clinical practices and evaluation, but also asignificant increase in the behaviors of academic misconduct by the student body. Objective: Todescribe the report of second-year physiotherapy students regarding academic misconduct in thepandemic context. Method: Hermeneutic phenomenological qualitative study with contentanalysis technique and data collection, through individual interviews to a sample of 73 second-year students from the “Universidad Católica de la Santísima Concepción”. Results: Categories ofstudent discourse on academic misconduct were obtained: a) Phenomenon motivation, b)Recommendations to avoid the phenomenon, c) Obstacles to the phenomenon, d) Facilitators ofthe phenomenon and e) Reflections on the phenomenon. Conclusions: Students who acknowledgeengaging in academic cheating during the e-learning modality, relate virtual modality as one ofthe facilitators of this behavior, which strengthens social and academic ties with their peers andrecommend modifications in the forms of evaluation in the e-learning modality.
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