<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ingrid Dorea-Bandeira</style></author><author><style face="normal" font="default" size="100%">Oliveira, V.</style></author><author><style face="normal" font="default" size="100%">Mariana Araújo-Pereira</style></author><author><style face="normal" font="default" size="100%">Bruno Bezerril Andrade</style></author><author><style face="normal" font="default" size="100%">André Nogueira Nazar</style></author><author><style face="normal" font="default" size="100%">Luiz Fernando Quintanilha</style></author><author><style face="normal" font="default" size="100%">Katia de Miranda Avena</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ACADEMIC MISCONDUCT: ATTITUDES AND PERCEPTIONS OF BRAZILIAN MEDICAL STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cross-sectional studies</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">medical education</style></keyword><keyword><style  face="normal" font="default" size="100%">medical ethics</style></keyword><keyword><style  face="normal" font="default" size="100%">Medical Students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1657803448.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Academic misconduct during medical school is common, with multifactorial causes, and can negatively impact the training and professional performance of future physicians. This study investigated factors linked to academic misconducts among medical students during their training. It is a transversal, quantitative, and analytical study that assessed the perception of 240 students from five medical courses in Salvador, Bahia, Brazil. A virtual, semi-structured, anonymous, self-completed questionnaire was used, with sociodemographic and academic variables recorded. Behavioral patterns were analyzed using hypothetical situations based on medical students' code of ethics, and the data were compared based on participant and institutional characteristics. Results showed that medical students reported that ethical attitudes were maintained during graduation (98.3%) and the majority claimed to know the student code of ethics (89.2%). However, there was a high frequency of academic misconduct, especially &quot;recording classes without authorization&quot; (72.9%), &quot;cheating on tests&quot; (67.9%) and &quot; improperly sign attendance lists&quot; (65.0%). We observed a higher association of females with actions such as &quot;cheating on exams&quot; and taking &quot;pictures with anatomical parts and dummies&quot;. In addition, posting pictures with patients and taking on duty without medical supervision occurred more frequently among students from private schools. Although the students considered themselves to be ethical, a high frequency of inappropriate behavior in academic situations was evidenced. This scenario points to the need for greater attention to training based on moral and ethical commitment in academic activities, with a view to future professional performance.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">426-437</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hadassah  Littman-Ovadia</style></author><author><style face="normal" font="default" size="100%">Aryeh Lazar</style></author><author><style face="normal" font="default" size="100%">Tamar Ovadia</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GENDER DIFFERENCES IN THE PERCEPTION OF PRESENCE OF, AND SEARCH FOR, CALLING DURING MEDICAL SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Medical Students</style></keyword><keyword><style  face="normal" font="default" size="100%">presence of calling</style></keyword><keyword><style  face="normal" font="default" size="100%">search for calling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1449572340.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">67</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study focused on the manner in which a sense of calling - presence and search - is perceived by first- and final-year male and female medical students. Differences in level of calling between first-year students and last-year students were predicted, more so for women than for men due to gender bias and family-work integration challenges. A total of 192 medical first and sixth (last) year students at the five Israeli medical schools filled-out a short self-report measure of calling and recorded demographic factors. Discriminate function analysis resulted in one significant discriminate function weighted positively on presence of calling and negatively on search for calling. Group centroids indicate that male medical students perceived presence of calling and search for calling as two poles of a bipolar continuum, whereas first-year students had a distinct feeling of the presence of calling coupled with a low need to search for calling and final-year students had a low feeling of presence of calling coupled with a distinct need to search for calling. In contrast, female medical students - both first-year and final-year - perceived presence and search as two independent dimensions that can coexist. Understanding these differences may be important in helping medical educators find gender-specific ways to maintain and enhance feelings of calling among tomorrow’s male and female physicians. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">52-60</style></section></record></records></xml>