The correlation between medical students’ clinical dishonesty, psychological distress, and moral intelligence

Abstract

Abstract Introduction Clinical dishonesty is one of the components of academic dishonesty that deals with the unprofessional behavior of students in hospital and clinic environments (medical students, nursing students, etc.). Psychological distress and low moral intelligence among students can be known as predisposing factors in performing dishonest clinical behaviors. The present research addresses a gap in the scientific literature by investigating dishonest behavior among medical students. Methods This cross-sectional study examined medical students’ clinical dishonesty, psychological distress, and moral intelligence. Rafati et al.‘s questionnaire was used to investigate clinical dishonesty, Kessler’s Psychological Distress Questionnaire (K6) was used for psychological distress, and Lenik and Keil’s (2005) questionnaire was used to determine moral intelligence. Cochran’s formula was used to calculate the sample size and the simple random sample (SRS) method was used for sampling. Data were statistically analyzed in SPSS version 27 (SPSS Inc., Chicago, IL, United States). a P-value less than 0.05 was considered significant. Results 317 medical students were included in this study, of which 176 (55.5%) were male and 141 (44.5%) were female. We found a direct and significant statistical correlation between clinical dishonesty and students’ distress (Correlation Coefficient: 0.162, P-value < 0.001). In addition, there was a statistically significant inverse correlation between clinical dishonesty and moral intelligence (Correlation Coefficient: -0.241, P-value: 0.004). Moreover, there was a higher rate of clinical dishonesty among senior medical students (P-value < 0.001). Moreover, the most dishonest clinical behaviors are as follows: [1] Disclosure of patient information in public or with non-medical personnel (76%), Incorrect examination of vital signs and physical examinations (69.4%), Not reporting incidents or errors of others involving patients (41.6%). Conclusion Finally, most students have experienced engaging in at least one clinically dishonest behavior. Such actions increase with the progress of the educational level so that it reaches its peak at the internship stage. Moral intelligence is a learnable concept, and mental distress also has its own treatments. Therefore, improving these two factors can reduce clinical dishonesty among medical students.

Keywords

• Scientific misconduct
• Clinical dishonesty
• Psychological distress
• Intelligence
• Moral intelligence