Academic Integrity and Student Mental Well-Being: A Rapid Review

Despite concerns arising from academic integrity practitioners, researchers, and stakeholders about the relationship between academic integrity (or violations of academic integrity) and student mental well-being (or distress), there is a lack of literature synthesizing available evidence. Particularly, it is unclear about when student mental well-being may be of concern during procedures that concern breaches of academic integrity. Our rapid review identified and analysed scholarly sources (n = 46) to understand the relationship between academic integrity and mental well-being among postsecondary students. Five themes emerged: a) negativity bias; b) inconsistency of definitions; c) paradigmatic tensions; d) focus on external stressors; and e) focus on mental health prior to a critical incident. We propose several calls to action and implications for practice. There is a need to better understand the impact of an alleged or actual academic integrity violation on students’ mental well-being. Practitioners should integrate supports for students’ mental well-being in processes and procedures that uphold academic integrity

Introduction: Empowering Graduate Students in Publication Spaces

In this introduction to the first volume of the sixth issue of Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology, we reflect on our experiences as members of the Editorial Team, advocate for the relevancy of graduate student journals, and introduce the three articles featured in this issue

Mentorat par les pairs dans la résidence en médecine: une revue systématique

Background: Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. Methods: We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. Results: We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. Conclusions: Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.Contexte : Les résidents en médecine peuvent ressentir un épuisement professionnel durant leur formation, et un manque de soutien social. Ceci peut affecter bien-être global et leur capacité à maîtriser des compétences professionnelles essentielles.  Au cours de cette étude, nous avons examiné dans quelle mesure le mentorat par des pairs favorisait le bien-être psychosocial et l’acquisition de compétences professionnelles chez les médecins résidents. Méthodologie : Nous avons cherché dans six bases de données (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) des études sur le mentorat par des pairs pendant la résidence en médecine.  Nous avons retenu toutes les études dont les auteurs avaient présenté des résultats associés aux relations de mentorat par des pairs chez les résidents en médecine, sans limite de date, la langue ou le devis. Résultats : Nous avons inclus 9 études dans cette revue systématique. Nous avons découvert que les médecins résidents recevaient un soutien psychosocial essentiel de la part des pairs et que ceux-ci les motivaient à acquérir des compétences universitaires et professionnelles.  On a aussi constaté que les médecins résidents qui bénéficiaient d’un mentorat par des pairs étaient, de façon globale, plus satisfaits de leur programme de résidence. Conclusions : Le mentorat par des pairs peut favoriser l’acquisition de compétences professionnelles clés et de mécanismes d’adaptation au cours de la résidence en médecine.  Il faudrait mener d’autres recherches rigoureuses pour comparer les avantages du mentorat informel à ceux du mentorat structuré et cerner les pratiques exemplaires de conception de programmes efficaces de mentorat par des pairs

A Rapid Scoping Review on Academic Integrity and Algorithmic Writing Technologies

This presentation provides insight into the development and findings of a rapid scoping review centred on the intersections of academic integrity and artificial intelligence, with particular attention to algorithmic writing technologies (e.g., ChatGPT) involving faculty, students, teaching assistants, academic student support staff, and educational developers in higher education contexts. This rapid scoping review was developed by a transdisciplinary team including Communication studies, Education, Engineering, and English, and followed Joanna Brigg Institute’s (JBI) updated manual for scoping reviews and the Preferred Reporting Items for Systematic reviews Meta-Analysis (PRISMA) reporting standards. JBI provides a high-quality, trusted framework for conducting these kinds of studies. This inquiry’s study design includes qualitative, quantitative, mixed methods, theoretical and opinion studies; additionally, this inquiry did not restrict studies by geographic location and focused on sources written in English. This review’s studies involved faculty, students, teaching assistants, academic support staff, and educational developers in higher education. It also included studies about artificial intelligence in the context of academic integrity, focusing on artificial intelligence tools that assist text generation and writing developed in Tertiary type A and B postsecondary education. Studies excluded from this review were related to primary and secondary education contexts, did not address the ethical implications of artificial intelligence, and focused on text plagiarism software. The protocol of this rapid review was published in the Canadian Perspectives on Academic Integrity Journal. Its implementation helped this team identify various ethical implications signalled by scholars between 2007 and 2022. Considering the expansive emergence of these technologies and the multiple positionings derived from these new and unprecedented encounters with such technology, we believe that the implications identified in this rapid scoping review are particularly relevant to inform academic staff, administration, students, and academic integrity researchers’ ethical decision-making and practices when teaching, learning, designing, and implementing assessments, and doing research. The findings of this rapid scoping review encompass nuanced perspectives concerning the ethical and unethical uses of these emerging technologies and insights into equity, diversity, and inclusion issues

Academic Integrity and Artificial Intelligence in Higher Education Contexts: A Rapid Scoping Review Protocol

This paper presents a protocol with methodological considerations for a rapid scoping review on academic integrity and artificial intelligence in higher education. This protocol follows Joanna Brigg Institute’s (JBI) updated manual for scoping reviews and the Preferred Reporting Items for Systematic reviews Meta-Analysis (PRISMA) reporting standards. This rapid scoping review aims to identify the breadth of the literature reflecting the intersection of academic integrity and artificial intelligence in higher education institutions. The included studies in the review will be analyzed for insight concerning this emerging area, particularly its ethical implications. Our findings will be relevant for academic staff, administration, and leadership in higher education and academic integrity researchers

Mirrored Resiliency: Exploring University Student Narratives of the COVID-19 Pandemic

The COVID-19 pandemic has brought increased attention to university student mental health and well-being. In a pandemic research environment, I conducted a narrative inquiry that explored the stories of Canadian undergraduate students who experienced mental distress during the transition from high school to university. In this brief, I aimed to explore an unexpected line of inquiry: the stories of university student resiliency during the COVID-19 pandemic. As I explored the experiences of my student participants, I found a space for narrative learning and mirrored resiliency where I could reflect on my own student experience amidst the pandemic. The circumstances brought about by the pandemic emphasize the need to build capacity for adaptability, resiliency, and well-being

Academic Integrity Week Programming for Faculty Members: An Environmental Scan

Background: Academic Integrity Week programming has become popular on postsecondary campuses an educational initiative to promote academic integrity and prevent academic misconduct. Although students are often the primary audience for Academic Integrity Week programming, faculty members are an essential stakeholder group to involve in educational initiatives about academic integrity. Objectives: This report aims to identify existing Academic Integrity Week programming for faculty members at postsecondary institutions. Methods: An environmental scan of Academic Integrity Week programming for faculty members was conducted via Google search in May 2020. Data about institutions and the dates, types of session, and topics of Academic Integrity Week programming for faculty members was extracted. Findings: The websites of 65 unique postsecondary intuitions were scanned, 11 of which described Academic Integrity Week programming for faculty members with 20 distinct sessions. Implications: Involving faculty members in Academic Integrity Week programming can help to promote a multi-stakeholder approach to promoting academic integrity across the postsecondary community. Supplementary materials: 1 Table; 4 Figures, 12 References. Keywords: Academic integrity; faculty; academic integrity week; program development; academic misconduct; higher education; International Day of Action Against Contract Cheatin

Experiencing Transition and Mental Distress: Narratives of First-Year University Students

Student mental health and well-being has become an area of increased attention and relevance within Canadian higher education. More university students every year report mental health problems and universities have developed strategies to promote student mental health. Direct-entry first-year university students are in need of unique support for their mental well-being because they are in a critical developmental time in emerging adulthood. The purpose of this inquiry was to explore the narratives of students who experienced mental distress during their first year of university. This inquiry asked: How do direct-entry university students, who identify as having undergone mental distress in their first year, experience the transition from high school to university? I engaged in a qualitative narrative inquiry methodology. I conducted narrative interviews with eight current undergraduate students who had entered university directly from high school and had experienced mental distress during their first year of university. In my analysis, I elucidated individual and collective narratives from these students’ experiences. The participants’ experiences were divided in two subsets of narrative portraits: current first-year students and current upper-year students. The subsets were distinguished by the participants’ temporal positioning to their first-year university experience. Two collective narratives emerged: entangled transitions and waves of mental distress. Through this inquiry, the participants engaged in narrative learning to restory their experience of transition and mental distress. To support the transitional experiences of direct-entry students, universities should implement holistic approaches that frame first-year university students as whole people and emerging adult learners

Academic Integrity and Mental Well-being

In this project we explore the connections between academic integrity and mental health