No difference in the intention to engage others in academic transgression among medical students from neighboring countries: a cross-national study on medical students from Bosnia and Herzegovina, Croatia, and Macedonia.

Aim: To asses if the level of intention to engage others in academic transgressions was comparable among medical students from five schools from neighboring Southern-European countries: Croatia, Bosnia and Herzegovina, and Macedonia; and medical students from western EU studying at Split, Croatia.

Methods: Five medical schools were surveyed in 2011, with ≥87% of the targeted population sampled and a response rate of ≥76%. Students' intention to engage a family member, friend, colleague, or a stranger in academic transgression was measured using a previously validated the Intention to Engage Others in Academic Transgression (IEOAT) questionnaire and compared with their intention to ask others for a non-academic, material favor.

Croatian medical students see academic dishonesty as an acceptable behaviour: a cross-sectional multicampus study.

Aim: To provide insights into the students' attitude towards academic integrity and their perspective of academic honesty at Croatian medical schools.

Methods: A cross-sectional study using an anonymous questionnaire containing 29 questions on frequency of cheating, perceived seriousness of cheating, perceptions on integrity atmosphere, cheating behaviour of peers and on willingness to report misconduct. Participants were third-year (preclinical) and fifth-year (clinical) students from all four Croatian Schools of Medicine.

Students come to medical schools prepared to cheat: a multi-campus investigation.

Objectives: To investigate high school cheating experiences and attitudes towards academic misconduct of freshmen at all four medical schools in Croatia, as a post-communist country in transition, with intention of raising awareness of academic (dis)honesty.

Design And Method: Students were given an anonymous questionnaire containing 22 questions on the atmosphere of integrity at their high school, self-reported educational dishonesty, their evaluation of cheating behaviour, and on their expectations about the atmosphere of integrity at their university.

Setting: All schools of medicine of Croatian universities (Zagreb, Rijeka, Split and Osijek).

Scaling-up undergraduate medical education: enabling virtual mobility by online elective courses.

Aim: To evaluate online elective courses at Croatian medical schools with respect to the virtual mobility of national teachers and students and virtual team collaboration.

Methods: A student-centered virtual learning environment developed within the framework of the European Union Tempus Programme allowed national educational services to design and deliver online undergraduate elective courses. Three online elective courses were created for second-year medical students of four Croatian medical schools by using Moodle, an open-source learning management system.

Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware.

Expanding the traditional physiology class with asynchronous online discussions and collaborative projects.

Discussion and writing are very powerful ways to support learning. This article describes the use of a free, asynchronous online forum to expand student-teacher discussions beyond the time/place constraints of the physical physiology classroom. The main participants were medical students enrolled in physiology class at the University of Zagreb Medical School and their teachers.

[Integration of the Internet into medical education].

The Internet promises dramatic changes in the way we learn and teach, the way we interact as a society. Networked technologies introduce interactivity and multimedia into the educational process. The student of the 21st century will use his/her PC as a learning station, as a tutoring system, as an information provider and as a communication center.