Managing Breaches of Academic Integrity -- Learning Lessons from Patient Interactions in the Healthcare Setting
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| Title: | Managing Breaches of Academic Integrity -- Learning Lessons from Patient Interactions in the Healthcare Setting |
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| Language: | English |
| Authors: | Mary-Claire Kennedy (ORCID |
| Source: | Journal of Academic Ethics. 2026 24(1). |
| Availability: | BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Integrity, Patients, Physician Patient Relationship, Consultation Programs, Allied Health Occupations Education, Participative Decision Making, Medical Students, Ethics, Models, Meetings, Discussion |
| DOI: | 10.1007/s10805-025-09715-y |
| ISSN: | 1570-1727 1572-8544 |
| Abstract: | This opinion article outlines the alignment between patient-clinician consultations in healthcare and student-investigator meetings focused on academic misconduct. We consider how healthcare consultations have evolved from a clinician-centred, authoritative approach to an increasingly shared decision-making model in which the patient is an equal partner. We explore how student-staff discussions on academic misconduct have also been transformed to a more student-centred approach, though this shift is evident only within certain educational organisations. The Calgary-Cambridge model, commonly used to structure clinical consultations, is adapted as a suggested model for framing conversations relating to academic misconduct with students. The five stages of the original Calgary-Cambridge (initiating the conversation; gathering information, physical examination, explanation and planning, closing the session) have been revised to four stages better suited to the non-clinical context of the academic misconduct meeting (initiating the conversation, gathering and examining information, providing information and planning, closing the conversation). The descriptions within the model have also been adapted to suit the academic integrity context. We propose that this adapted Calgary-Cambridge model supplements the Courageous Conversations approach, as described by House, Murdoch and Ellis. Courageous Conversations provide a broad framework for supportive conversations where the student is valued as a partner. The model we describe builds on this concept of student partnership as an anchor for academic misconduct meeting and provides a granular and practical structure for these conversations. We argue that the constructive and supportive approach to these challenging conversations is likely to have a more positive impact on future academic practice than an exclusively authoritative approach, mirroring the better patient outcomes observed with a partnership approach. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502053 |
| Database: | ERIC |
| Abstract: | This opinion article outlines the alignment between patient-clinician consultations in healthcare and student-investigator meetings focused on academic misconduct. We consider how healthcare consultations have evolved from a clinician-centred, authoritative approach to an increasingly shared decision-making model in which the patient is an equal partner. We explore how student-staff discussions on academic misconduct have also been transformed to a more student-centred approach, though this shift is evident only within certain educational organisations. The Calgary-Cambridge model, commonly used to structure clinical consultations, is adapted as a suggested model for framing conversations relating to academic misconduct with students. The five stages of the original Calgary-Cambridge (initiating the conversation; gathering information, physical examination, explanation and planning, closing the session) have been revised to four stages better suited to the non-clinical context of the academic misconduct meeting (initiating the conversation, gathering and examining information, providing information and planning, closing the conversation). The descriptions within the model have also been adapted to suit the academic integrity context. We propose that this adapted Calgary-Cambridge model supplements the Courageous Conversations approach, as described by House, Murdoch and Ellis. Courageous Conversations provide a broad framework for supportive conversations where the student is valued as a partner. The model we describe builds on this concept of student partnership as an anchor for academic misconduct meeting and provides a granular and practical structure for these conversations. We argue that the constructive and supportive approach to these challenging conversations is likely to have a more positive impact on future academic practice than an exclusively authoritative approach, mirroring the better patient outcomes observed with a partnership approach. |
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| ISSN: | 1570-1727 1572-8544 |
| DOI: | 10.1007/s10805-025-09715-y |
