Abstract Researchers in bio/medical fields are required to have high levels of academic integrity and research ethics. Academic integrity is not embedded in Egyptian educational and learning systems due to a lack of information and collaboration among those in charge of managing educational and learning processes, such as instructors, professors, administrators, stakeholders, and academic institutions. The goal of the current research was to explore the effects of an online training program on the attitudes, knowledge, and performance of bio/medical scholars at Mansoura University regarding academic integrity and self-regulation abilities using a quasi-experimental one-group pretest-posttest design. Additionally, the research examined the connection between self-regulation and academic integrity before and after the program was implemented. A self-questionnaire was distributed to sixty scholars (M = 56.7%; F = 43.3%) from five faculties at Mansoura university, Egypt at the beginning and the end of the program. Lastly, the research sample finished a program satisfaction questionnaire at the end of the implementation. T-test and descriptive statistics revealed significant changes in attitudes, knowledge, and performance of academic integrity, as well as self-regulation. The relationship between self-regulation and academic integrity was further verified using Pearson's correlation rate analysis.  Moreover, the participants were satisfied with the program. As a result, this research advocated implementing an academic integrity online curriculum that incorporates self-regulation learning skills to avoid research misconduct and promote responsible research behaviors. Keywords:  Self-regulation (SR); Academic Integrity (AI); Academic misconduct; Falsification, Fabrication, Plagiarism (FFP).