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BRIEF COMMUNICATION
Year : 2022  |  Volume : 13  |  Issue : 4  |  Page : 211-212

Training on anti-plagiarism and referencing: A step toward sensitizing and improving scientific authenticity in medical literature writing among academicians


1 Department of Biochemistry, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
2 Department of Physiology, All India Institute of Medical Sciences, Rajkot, Gujarat, India
3 Department of Orthopedics, All India Institute of Medical Sciences, Bathinda, Punjab, India
4 Department of Dentistry and Oral and Maxillo-Facial Surgery, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
5 Department of Pharmacology, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
6 Department of Librarian, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
7 Department of Pathology and Lab Medicine, All India Institute of Medical Sciences; Department of Advanced Center of Continuous Professional Development, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India

Correspondence Address:
Dr. Rajesh Kathrotia
Department of Physiology, All India Institute of Medical Sciences, Opp PMSSY Block, Civil Hospital Campus, Rajkot - 360 001, Gujarat
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/picr.picr_260_21

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Background: Growing misconduct in the academic field is a worldwide concern. Among health professionals, this may be attributed to lack of awareness either due to no or inadequate formal training in anti-plagiarism and referencing. Objectives: The present study aimed to document the outcome and use of focused workshops on anti-plagiarism and referencing in improving awareness to academic misconduct. Method: Data of half-day workshop on anti-plagiarism and referencing conducted in a series of programs in the year 2018- 2019 were retrieved and reviewed. To evaluate the effectiveness of the training program knowledge of participants was analyzed based on their pre-test and post-test performance scores. Results: A total of 134 participants participated in 5 sessions over 2 years. Analysis of mean pre-test score (12.23 ± 4.5) and post-test scores (17.28 ±3.56) exhibited statistically significant improvement in knowledge with training provided. Conclusions: A low pre-test score with the improvement of scores after training points toward the necessity to address this lacuna in knowledge through structured training on anti-plagiarism and referencing to eliminate scientific misconduct. This study would provide a reference for other institutions to develop similar efforts to overcome hurdles towards better and more authentic medical literature writing.


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