The Case for Academic Integrity in Physical Therapist Education

Abstract

Background and Purpose. 

Cheating has become more prevalent in the last several years at all levels of the education system in the United States. Cheating in professional programs and on professional licensure examinations also has increased. Advancements in technology have created unique opportunities for cheating, as well as for cheating prevention. Although there are a number of reasons why students choose to cheat, peer approval and peer behavior have a strong influence on cheating behavior. The purpose of this article is to review student cheating, identify reasons why students cheat, describe the relationship between student cheating and workplace behavior, review clinical practice violations by physical therapists, and recommend educational strategies to ameliorate cheating behaviors in physical therapist students.

Position and Rationale. 

Recent studies of physicians and engineers suggest that student cheating and unprofessional behavior while in school was a predictor for subsequent disciplinary action by licensing boards and unethical behavior in the workplace. Because a large number of physical therapist licensure violations relate to unprofessional conduct, emphasis on academic integrity and proper professional conduct while in the educational program is essential for physical therapist students. Our position is that physical therapy academic programs must address academic integrity.

Recommendations. 

Physical therapist educators should recognize that cheating is a life behavior that begins early and tends to perpetuate into professional education and subsequent practice and employment. Professional behavior expectations should be introduced early in the professional program along with appropriate assessment strategies and courses that develop ethical decision-making skills in students. Education programs should review and update policies relating to academic integrity and consider adopting an honor code system. Students should be made aware of professional practice violations and their consequences. Academic and clinical faculty must serve as mentors and role models demonstrating appropriate behaviors in the classroom and clinic.