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Area of Science:

  • Pharmacy Education
  • Academic Integrity
  • Student Behavior

Background:

  • Academic dishonesty is a concern in professional education.
  • Understanding gender-based differences in academic integrity is crucial for targeted interventions.

Purpose of the Study:

  • To investigate gender-based disparities in admitted cheating among pharmacy students.
  • To assess pharmacy students' perceptions of academic dishonesty.

Main Methods:

  • A cross-sectional survey was administered to second-year pharmacy students across four Northern California programs.
  • Data from 330 participants were analyzed using descriptive statistics and Pearson's chi-squared test.

Main Results:

  • No significant gender-based differences were found in admitted cheating or engagement in academically dishonest behaviors.
  • Female students reported witnessing cheating more often than male students.
  • Male students were less likely to perceive distributing stolen exams as cheating compared to female students.

Conclusions:

  • While admitted cheating rates show no gender difference, perceptions and witnessing behaviors do.
  • Findings suggest potential gender-based nuances in understanding and reporting academic dishonesty in pharmacy education.
  • Results offer insights for pharmacy programs to address academic integrity issues effectively.