Egyptian medical students' recommended responses to the Dundee Polyprofessionalism Inventory I: Academic Integrity.

The Dundee Polyprofessionalism Inventory I: Academic Integrity was administered to 219 medical students from three Egyptian medical schools. The results indicate a high level of congruence between the genders in Recommended Sanctions on a scale of 1-10 ranging from Ignore through Reprimand to Expulsion/Report to Regulatory Body. Some variations in Recommended Sanctions occurred among the age groups 17-19 years; 20-24 years, and 25 years and older. The Egyptian responses were more lenient than a Scottish medical school cohort on four lapses of professionalism and stricter on 5. The Dundee Polyprofessionalism Inventory I: Academic Integrity can be used as a 'diagnostic tool' to profile a cohort's recommended responses to 30 lapses of professionalism at undergraduate level in health professions education. That profile can be compared with another cohort to indicate parallels and differences in the importance with which different respondents (perhaps in different countries and cultures) place on generic elements of academic professionalism. This information in turn can be used to target further education in expected standards of professionalism. The process can be used as an e-learning programme as well as for needs analysis, including that for International Medical Graduates moving from one culture to work in another.

Recommended sanctions for lapses in professionalism by student and faculty respondents to Dundee Polyprofessionalism inventory I: academic integrity in one medical school in Saudi Arabia.

BACKGROUND: At a time when the Committee of Deans of the Medical Schools in the Kingdom of Saudi Arabia is entering the second phase of developing Learning Outcomes for Bachelor Degree Programs in Medicine, we investigated the current level of understanding of the importance of academic probity in one Saudi medical school. METHODS: We administered the Dundee Polyprofessionalism Inventory I: Academic Integrity to students and faculty at one Saudi medical school. RESULTS: While there was considerable concordance between the 103 Saudi students and 64 Saudi faculty, there were also some aspects of lapses in professionalism relating to academic integrity where enhanced teaching is indicated to help the students prepare for their responsibilities as doctors. CONCLUSION: These data may begin to help focus teaching about professionalism in the Saudi medical school and inform the refinement of Learning Outcomes for Bachelor Degree Programs in Medicine in the Kingdom of Saudi Arabia. The generalizability of the findings needs to be further tested to see if mapping of Professionalism learning in relatively homogenous populations such as a medical school can be robustly conducted with well-constructed stratified, representative reference groups.