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Integrity scenarios test whether you can uphold honesty and professional standards — even when it is personally difficult. These scenarios often involve witnessing dishonesty, being pressured to compromise your integrity, or facing the consequences of your own mistakes. The correct SJT answers consistently value honesty over convenience, accountability over self-protection, and professional duty over personal loyalty.
| Principle | Application |
|---|---|
| Honesty is non-negotiable | The medical profession is built on trust; dishonesty at any level undermines that trust |
| Mistakes are inevitable; concealment is not | Everyone makes errors; what matters is what you do next |
| Integrity trumps loyalty | You should not compromise your integrity to protect a friend |
| Self-reporting is valued | Admitting your own mistakes is "very appropriate" — it is a sign of professional strength, not weakness |
| Systemic learning requires transparency | Healthcare systems cannot improve without knowing about problems |
You see a fellow student cheating during an exam, copying someone else's work, fabricating data, or submitting work that is not their own.
| Academic dishonesty | Clinical parallel |
|---|---|
| Copying answers in an exam | A doctor who does not truly understand their subject may make dangerous clinical decisions |
| Fabricating a case for a portfolio | A doctor who fabricates records could miss real patient needs |
| Submitting someone else's research | A doctor who takes credit for others' work may lack real competence |
Scenario: During an online open-book assessment, a classmate messages you asking for your answers. The assessment is clearly an individual piece of work.
| Action | Rating | Why |
|---|---|---|
| Decline to share your answers, explaining that it would be collusion | Very appropriate | Honest, direct, and upholds academic integrity |
| Share your answers because "everyone helps each other" | Very inappropriate | Collusion; undermines the assessment's validity |
| Ignore the message and do not respond | Appropriate, but not ideal | You are not colluding, but you are also not addressing the classmate's intent to cheat |
| Report the request to the medical school | Appropriate, but not ideal | Correct to report, particularly if the behaviour is persistent, but declining and explaining should come first |
| Share your answers but change them slightly so they are not identical | Very inappropriate | Still collusion; the slight changes do not make it honest |
A friend or colleague asks you to sign them in as present when they are absent, provide a false alibi, or otherwise misrepresent the truth on their behalf.
The question is not "Will this help my friend?" but "Is this honest?"
If the requested action involves dishonesty — signing false records, lying to a supervisor, misrepresenting attendance — it is always rated "very inappropriate."
Scenario: A fellow student tells you they are going to skip a mandatory clinical session to attend a job interview. They ask you to mark them as present on the attendance register.
| Action | Rating | Why |
|---|---|---|
| Refuse to sign them in and explain that falsifying records is a serious professional issue | Very appropriate | Honest and direct; protects your own integrity and informs your friend of the consequences |
| Suggest they inform their tutor about the conflict and ask for permission to miss the session | Very appropriate | Constructive support that guides them towards the honest course of action |
| Sign them in because it is "just one session" and you want to help | Very inappropriate | Falsifying records; if discovered, both of you could face disciplinary action |
| Refuse but do not explain why | Appropriate, but not ideal | Maintains your integrity but does not help the friend understand the issue |
You have made an error — clinical, academic, or administrative. No one else has noticed. You must decide whether to disclose it.
Always disclose. Always. Concealing a mistake is far worse than the mistake itself.
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