Self-Admitted Dishonesty and use of Academic Survival tools by Medical undergraduate students for Completion of Online assessment during COVID-19 Pandemic

Authors

  • Anurag Yadav Professor & HOD, Biochemistry, Gouri Devi Institute of Medical Sciences and Hospital, Durgapur, West Bengal, India
  • Golla Anmol Manaswini Yadav Super-specialty Resident, Cardiology, Continental Hospitals, Hyderabad, Telangana, India.
  • Nanda Kumar LG Chief Consultant, Sidhi Vinayaka Hospitals, Sangareddy, Telangana, India.
  • Golla Srivats Yadav Post-graduate Resident, General Medicine, MNR Medical College & Hospital, Sangareddy, Telangana, India

Keywords:

Academic Integrity, COVID-19, Dishonesty, Undergraduate Medical Students

Abstract

Background: The rising dependence on online assessment has sparked discussions over whether this mode of performance evaluation poses greater hazards to academic integrity than on-site exams, because students allegedly have more opportunity to cheat. The present study aimed to explore undergraduate medical student’s perspective and self-reported experiences regarding online assessment during the COVID 19 pandemic. Material & Method: The present cross-sectional questionnaire-based study was conducted at MNR Medical College & Hospital, among the undergraduate medical students who provided informed consent to participate. All the MBBS undergraduate students were selected for the study. Students who did not provide consent were excluded. A pre-designed questionnaire was prepared, and pilot testing was done on 20 volunteer students. After validating the questionnaire, it was distributed to all students using Google forms via WhatsApp, email and QR code were displayed in notice boards. Results: Total of 378 students responded to the questionnaire with mean age of 21.1±1.6yrs and 69.8% were female and 30.2% male students. 74.6% students reported using external resources to assist them during online examinations. Among the study materials, 55.6% used textbooks, 47.6% used google search. Students perceived that the ease of accessing external resource during online examination reduced their learning (65.1%) and made subsequent offline university examination more difficult (76.2%). Conclusion: The students reported of high rate of use of assistance during the online mode of examination during the lockdown. Students perceived that limited monitoring during online examinations facilitated greater use of external resources.

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Published

2026-08-31

Issue

Volume 1, Issue 2, May-August 2026

Section

Original Article

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