Browsing by Author "Pethrick, Helen"

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    A Scoping Review of Text-Matching Software Used for Student Academic Integrity in Higher Education
    (2021-09-21) Hayden, K. Alix; Eaton, Sarah Elaine; Pethrick, Helen; Crossman, Katherine; Lenart, Bartlomiej A.; Penaluna, Lee-Ann
    Text-matching software has been used widely in higher education to reduce student plagiarism and support the development of students’ writing skills. This scoping review provides insights into the extant literature relating to commercial text-matching software (TMS) (e.g., Turnitin) use in postsecondary institutions. Our primary research question was “How is text-matching software used in postsecondary contexts?” Using a scoping review method, we searched 14 databases to find peer-reviewed literature about the use of TMS among postsecondary students. In total, 129 articles were included in the final synthesis, which comprised of data extraction, quality appraisal, and the identification of exemplar articles. We highlight evidence about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels.
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    Academic integrity and mental well-being: Exploring an unexplored relationship
    (2021-06-23) Pethrick, Helen; Eaton, Sarah Elaine; Turner, Kristal Louise
    The rapid and accelerated shift to online learning during the COVID-19 pandemic has heightened parallel conversations about student well-being and academic integrity in higher education. On one hand, post-secondary students have been under increased pressure to succeed in stressful learning and societal environments. On the other hand, reports of student academic misconduct have increased throughout the COVID-19 pandemic. There is an urgent need to consider the intersecting relationship between mental well-being and academic integrity to foster supportive, learner-focused, and caring higher education environments. In this session, we will open a conversation about this widely unexplored relationship. We will present the findings of a rapid review wherein we investigated how the academic integrity literature had taken up mental wellbeing. We will address ways that student well-being should be considering in academic integrity research and practice, such as the need to care for student well-being during academic misconduct incidents. Participants will leave this session with lessons that will be applicable during the ongoing COVID-19 pandemic and beyond.
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    Academic Integrity Week Programming for Faculty Members: An Environmental Scan
    (University of Calgary, 2020-07-03) Pethrick, Helen
    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 Cheating
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    Experiencing Transition and Mental Distress: Narratives of First-Year University Students
    (2021-06-10) Pethrick, Helen; Groen, Janet Elizabeth; Simmons, Marlon; Russell-Mayhew, Shelly
    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.
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    Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol
    (2017-08-31) Pethrick, Helen; Nowell, Lorelli; Oddone Paolucci, Elizabeth; Lorenzetti, Liza; Jacobsen, Michele; Clancy, Tracey; Lorenzetti, Diane L
    Abstract Background Many medical residents lack ready access to social and emotional supports that enable them to successfully cope with the challenges associated with medical residency. This absence of support has been shown to lead to high levels of burnout, decreased mental wellbeing, and difficulty mastering professional competencies in this population. While there is emerging evidence that peer mentoring can be an important source of psychosocial and career-related support for many individuals, the extent of the evidence regarding the benefits of peer mentorship in medical residency education has not yet been established. We describe a protocol for a systematic review to assess the effects of peer mentoring on medical residents’ mental wellbeing, social connectedness, and professional competencies. Methods Studies included in this review will be those that report on peer-mentoring relationships among medical residents. Quantitative, qualitative, and mixed-methods studies will be eligible for inclusion. No date or language limits will be applied. We will search EMBASE, MEDLINE, PsychINFO, Web of Science, Scopus, ERIC, Education Research Complete, and Academic Research Complete databases to identify relevant studies. Two authors will independently assess all abstracts and full-text studies for inclusion and study quality and extract study data in duplicate. Discussion This is the first systematic review to explicitly explore the role of peer mentoring in the context of medical residency education. We anticipate that the findings from this review will raise awareness of the benefits and challenges associated with peer-mentoring relationships, further the development and implementation of formal peer-mentoring programs for medical residents, and, through identifying gaps in the existing literature, inform future research efforts. Systematic review registration This protocol has not been registered in PROSPERO or any other publicly accessible registry.