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9th Annual Meeting 
of the 
International Association of Medical Science Educators 

July 14-19, 2005
 

Abstract Category: Assessment

Poster ID: A3

THE EVOLUTION OF ATTITUDES CONCERNING NON-PROCTORED EXAMS GIVEN UNDER THE STUDENT HONOR-CODE

Phillip R. Musich*, Biochemistry & Molecular Biology, Quillen College of Medicine, East Tennessee State University, Johnson City, TN 37614-0581

 In Spring of 2003 the four block exams in Medical Biochemistry at ETSU were given under the student honor code, a change from the standard faculty-proctored exam format.  This has been the only basic science course using the honor code for exam security until this semester.  In the Fall of 2004, four consecutive classes were surveyed to evaluate student opinion on whether the honor code exam format was acceptable and secure against cheating?

Numeric response data (summarized in the table) indicate a significantly more positive attitude about Honor Code exams by those students who took the exams in that format than those who had proctored exams.  Also, student comments imply that this use of the honor code should be part of the professional training.  The latter attitude became more prevalent as the honor code exam format became the tradition.  A secondary outcome of this format was the required lack of student questions about the exam items during the examination period; a thorough review of exam items was scheduled latter.  Although greatly missed by some, most students commented that this format aided their ability to concentrate during the examination by reducing the disruptions caused by student questions.  Also, the honor code format “leveled the playing field” for the class by preventing unfair advantage to those students who routinely ask such questions.

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