New Practitioners Forum Promoting academic integrity among ation can be compromised when scored examinations are returned to students health care students because these exams can be shared with other students, thereby compromising the existing test questions. Even if the heating is prevalent among activity, and to deliver a reduced quality exam is not returned, using the same ences students and of patient care. test questions year after year without undetected in most scenarios. 1, Alt Role of faculty and preceptors in adding new questions and updating the cheating is defined on a continuum based detecting and preventing cheating. order of questions can still offer stu- on intent, ranging from "negligent"or Faculty and preceptors play a vital role dents an advantage if they gain insight accidental"to"dishonest, it is impor- in maintaining a secure testing envi- from students who have already com tant for faculty to be aware of ways that ronment while proctoring assessments, pleted the class students cheat so they can prevent cheat- whether in a traditional classroom, ex- Faculty and preceptors may unin ing and promote academic integrity. The periential, or technology-enhanced set- tentionally invite cheating during test Accreditation Council for Pharmacy ting (e.g, distance learning, electronic administration as well. Students can sit ducation evaluates the ef- ear knowledgeable students when seating charts are of pharmacy to take into not used. This is especially account professional be- problematic if the exam havior and academic integ not proctored, such as in a rity in progression policies. distance-education setting Throughout all of profes- or during an introduct sional education . such as pharmacy education, integ ence(IPPE) or advanced rity is as essential as knowl harmacy practice experi- edge itself. Health sciend (APPE)exam with two students, such as pharmacy students during which the udents, must meet knowl preceptor may incorrectly edge, skills, and attitude ob- believe that active proctor- jectives before graduation ing is not needed. Allowing and flaws in the assessment students to leave and return to the testing environment copardize the validity of the curriculun online quizzing). Failure by is also troublesome if the student leaves and its final results. The prevention and and schools of pharmacy as unescorted, since he or she could access identification of cheating are valuabl by faculty members to delineate study materials on paper, on the Internet beyond the academic setting. Studies clear expectations before testing and or from friends. Another problem is al have found that students who demon- failure to maintain standardized proce- lowing students to write test answer let- strate academic misconduct in school are dures during student testing may result ters on a sheet of paper to check again more likely to demonstrate future profes- in academic dishonesty in three specific the answer key, as they may write dow sional misconduct, such as committing areas: test creation, test administration, additional information if the sheets of or failing to report fraudulent or illegal and test method. For example, test cre- paper are not consistently checked by the exam proctor. Another example of heating related to test administration is students' use of smartphones during the The New Practitioners Forum column features articles that address the special professional/ exam to communicate with classmates; needs of pharmacists early in their careers as they transition from students to practitioners. access saved information, such as charts Authors include new practitioners or others with expertise in a topic of interest to new or notes; or photograph the exam.Even Ictitioners. AJHP readers are invited to submit topics or articles for this colum to the if a testing policy exists whereby students 301-664-8821 or newpractitioners@ashp. org) 754 Am J Health-Syst Ph 70May1,2013New Practitioners Forum 754 Am J Health-Syst Pharm—Vol 70 May 1, 2013 New Practitioners Forum The New Practitioners Forum column features articles that address the special professional needs of pharmacists early in their careers as they transition from students to practitioners. Authors include new practitioners or others with expertise in a topic of interest to new practitioners. AJHP readers are invited to submit topics or articles for this column to the New Practitioners Forum, c/o Jill Haug, 7272 Wisconsin Avenue, Bethesda, MD 20814 (301-664-8821 or newpractitioners@ashp.org). Continued on page 756 Promoting academic integrity among health care students C heating is prevalent among health sciences students and remains largely undetected in most scenarios.1,2 Although cheating is defined on a continuum based on intent, ranging from “negligent” or “accidental” to “dishonest,” it is impor￾tant for faculty to be aware of ways that students cheat so they can prevent cheat￾ing and promote academic integrity. The Accreditation Council for Pharmacy Education evaluates the ef￾forts of colleges and schools of pharmacy to take into account professional be￾havior and academic integ￾rity in progression policies.3 Throughout all of profes￾sional education, such as pharmacy education, integ￾rity is as essential as knowl￾edge itself. Health sciences students, such as pharmacy students, must meet knowl￾edge, skills, and attitude ob￾jectives before graduation, and flaws in the assessment of these competencies may jeopardize the validity of the curriculum and its final results.4 The prevention and identification of cheating are valuable beyond the academic setting. Studies have found that students who demon￾strate academic misconduct in school are more likely to demonstrate future profes￾sional misconduct, such as committing or failing to report fraudulent or illegal activity, and to deliver a reduced quality of patient care.1,5 Role of faculty and preceptors in detecting and preventing cheating. Faculty and preceptors play a vital role in maintaining a secure testing envi￾ronment while proctoring assessments, whether in a traditional classroom, ex￾periential, or technology-enhanced set￾ting (e.g., distance learning, electronic polling, online quizzing). Failure by colleges and schools of pharmacy as well as by faculty members to delineate clear expectations before testing and failure to maintain standardized proce￾dures during student testing may result in academic dishonesty in three specific areas: test creation, test administration, and test method.6 For example, test cre￾ation can be compromised when scored examinations are returned to students because these exams can be shared with other students, thereby compromising the existing test questions. Even if the exam is not returned, using the same test questions year after year without adding new questions and updating the order of questions can still offer stu￾dents an advantage if they gain insight from students who have already com￾pleted the class. Faculty and preceptors may unin￾tentionally invite cheating during test administration as well. Students can sit near knowledgeable students when seating charts are not used. This is especially problematic if the exam is not proctored, such as in a distance-education setting or during an introductory pharmacy practice experi￾ence (IPPE) or advanced pharmacy practice experi￾ence (APPE) exam with two students during which the preceptor may incorrectly believe that active proctor￾ing is not needed. Allowing students to leave and return to the testing environment is also troublesome if the student leaves unescorted, since he or she could access study materials on paper, on the Internet, or from friends. Another problem is al￾lowing students to write test answer let￾ters on a sheet of paper to check against the answer key, as they may write down additional information if the sheets of paper are not consistently checked by the exam proctor. Another example of cheating related to test administration is students’ use of smartphones during the exam to communicate with classmates; access saved information, such as charts or notes; or photograph the exam. Even if a testing policy exists whereby students