medigraphic.com
ISSN 2007-5057 (Print)
Investigación en Educación Médica

2024, Number 51

<< Back Next >>

Inv Ed Med 2024; 13 (51)

How to learn to prevent and detect plagiarism? Comparison of two teaching methods

Padilla-Santamaría F, Ferman-Cano F, Maya-Francoa L

Language: Spanish
References: 15
Page: 21-32
PDF size: 564.11 Kb.


ABSTRACT

Introduction: After various conflicts of scientists and public servants, academic integrity has gained greater importance within professional training. One of its base values is honesty, and it is precisely the antonym of this that gives rise to one of the most frequent unethical phenomena: plagiarism.
Method: A comparative and prospective study with mixed analysis was carried out from January to November 2019 and from April to November 2022 in a public tertiary care hospital located in Mexico City, in which two methods of teaching whose plan focused on the theoretical and practical bases for the knowledge, prevention and detection of plagiarism in the health sciences.
Results: A total of 20 sessions were carried out. 228 students were included, of which 107 were men and 121 women; no student was eliminated. The mean age of the participants was 21.32 ± 1.88 years and median was 20 years. The final score (average) in the M1 groups was 5.72, while in M2 it was 7.29 (p = 0.051).
Conclusions: The decrease in power relations and the use of gamification in teaching plagiarism demonstrated better results in its prevention and detection compared to the classic teaching method. Given that various institutions are currently seeking to train their communities to prevent and try to eradicate plagiarism mainly in an online modality, the results of this study offer an empirical approach that generates a disfavoring hypothesis for this type of training.


REFERENCES

  1. Padilla-Santamaría F, Leandro CM. Escribiendo con Ética: Elplagio y sus consecuencias. Rev Cadena Cereb. 2017;1(4):37-42. Disponible en: https://www.cadenadecerebros.com/artre-14-02

  2. Gómez AI, Pinto BJ. La integridad académica: el dilemade la formación médica. Educación y Desarrollo Social.2017;11(2):162-88. http://dx.doi.org/10.18359/reds.3248

  3. Padilla-Santamaría F, Maya-Franco L. Derechos de Autorpara Estudiantes Mexicanos de Ciencias de la Salud. RevCadena Cereb. 2020;4(1):43-49. Disponible en: https://www.cadenadecerebros.com/art-re-41-01

  4. Ley Federal del Derecho de Autor. Diario Oficial de la Federación(24 de diciembre de 1996; última reforma 1 dejulio de 2020). Cámara de Diputados del H. Congreso dela Unión. Disponible en: https://www.diputados.gob.mx/LeyesBiblio/index.htm

  5. Código Penal Federal. Diario Oficial de la Federación (14 deagosto de 1931; última reforma 8 de mayo de 2023). Cámarade Diputados del H. Congreso de la Unión. Disponible en:https://www.diputados.gob.mx/LeyesBiblio/index.htm

  6. Patrias K. Citing medicine: the NLM style guide for authors,editors, and publishers. 2a ed. Bethesda (MD): NationalLibrary of Medicine (US); 2007. Disponible en: http://www.nlm.nih.gov/citingmedicine

  7. Morató Y. Una reflexión necesaria sobre el plagio en el EES.Rev UPO Innova. 2012;1:361-8. Disponible en: http://hdl.handle.net/10433/2807

  8. Foucault M (aut.), González A (trad.). El orden del discurso.Editorial Planeta Mexicana; 2016.

  9. Van Gaalen AEJ, Brouwer J, Schönrock-Adema J, Bouwkamp-Timmer T, Jaarsma ADC, Georgiadis JR. Gamification of healthprofessions education: a systematic review. Adv Health Sci Educ.2021;26:638-711. https://doi.org/10.1007/s10459-020-10000-3

  10. McEnroe-Petitte D, Farris C. Using Gaming as an ActiveTeaching Strategy in Nursing Education. Teach Learn Nurs.2020;15(1):61-65. https://doi.org/10.1016/j.teln.2019.09.002

  11. Manzano-León A, Camacho-Lazarraga P, Guerrero MA,Guerrero-Puerta A, Aguilar-Parra JM, Trigueros R, et al.Between Level Up and Game Over: A Systematic LiteratureReview of Gamification in Education. Sustainability.2021;13(4):2247. https://doi.org/10.3390/su13042247

  12. Huang R, Ritzhaupt AD, Sommer M, Zhu J, Stephen A, Valle N,et al. The impact of gamification in educational settings on studentlearning outcomes: a meta-analysis. Educ Technol Res Dev.2020;68:1875-1901. https://doi.org/10.1007/s11423-020-09807-z

  13. Heredia-González HL, Pérez-Blanco SA. Aprendizaje significativoa través de las herramientas digitales para la educaciónen línea, hacia un enfoque andragógico. Rev Cadena Cereb.2022;6(2):37-42. Disponible en: https://www.cadenadecerebros.com/articulo/art-re-62-05

  14. Naranjo ML. Una revisión teórica sobre el estrés y algunosaspectos relevantes de éste en el ámbito educativo. RevEduc. 2009;33(2):171-190. https://doi.org/10.15517/revedu.v33i2.511

  15. Fernández J, Luévano E. Influencia del estrés académicosobre el rendimiento escolar en educación media superior.Revista Panamericana de Pedagogía. 2018;26:97-117. https://doi.org/10.21555/rpp.v0i26.1926




2020     |     www.medigraphic.com