The challenge of academic fraud

What did we learn during the pandemic?

Abstract

During 2020-2021, the COVID-19 pandemic drove educational institutions to implement learning management systems for online assessments, facing challenges in monitoring the misuse of resources, which increased uncertainty about academic fraud. This situation was exacerbated in medical education, where the assessment of clinical and cognitive competencies is crucial. Studies show that a high percentage of students admitted to committing academic fraud, reflecting a global problem exacerbated by distance education. Preliminary results of current research indicate an increase in fraudulent practices and a reliance on memorization, challenging the effectiveness of online assessments.

It is suggested to review assessment methods to balance formative and summative evaluations, emphasizing the importance of developing strategies that promote deep and applied learning, beyond memorization, to adequately prepare students for professional challenges.