Ending student mistreatment: early successes and continuing challenges

Medical Education Online

Brittany Badesch¹  Steven R. Lowenstein²  Christina M. Osborne²  Katherine T. Lind²  Alyssa Blood³ 

[1] Johns Hopkins Hospital;University of Colorado School of Medicine;Weill Cornell Medical Center;

关键词: medical education;    medical student;    mistreatment;    learning environment;    generational challenges;    faculty accountability;   

DOI  :  10.1080/10872981.2019.1690846

来源: DOAJ

【 摘 要 】

Problem: Student mistreatment represents an ongoing challenge for US medical schools. Students experiencing mistreatment may become marginalized and cynical, and they have higher rates of burnout, depression and substance use disorders. Although numerous attempts to eliminate mistreatment have been proposed, best practices remain elusive. We formed a unique student-faculty collaboration (the Ending Mistreatment Task Force) that allowed all voices to be heard and enabled identification of five interventions to reduce mistreatment. Intervention: The EMTF developed and implemented five key interventions: 1) a shared mistreatment definition; 2) measures to increase faculty accountability, including adding professionalism expectations to faculty members’ contracts and performance reviews; 3) a Professionalism Office to respond promptly to students’ reports of mistreatment and provide feedback to faculty; 4) tools to help teachers provide authentic learning environments for students, while addressing generational misunderstandings; and 5) student-produced videos, helping faculty understand the impact of mistreatment as seen through students’ eyes. Context: These interventions occurred at one medical school where mistreatment reports were consistently above national averages. Impact: Over 6 years, the interventions helped reduce the rate of student-reported mistreatment by 36% compared with a 4% decline across all US medical schools. Lessons: The collaborations between students and faculty helped each party identify unexpected misunderstandings and challenges. We learned that students want hard questions, although faculty are often afraid to challenge students for fear of offending them or being reported. We clarified differences between mistreatment and sub-optimal learning environments and openly discussed the pervasive opinion that ‘some’ mistreatment is important for learning. We also identified ongoing challenges, including the need to solicit residents’ perspectives regarding mistreatment and develop proper responses to disrespectful comments directed at patients, family and colleagues. The collaboration reinforced students’ and faculty members’ shared commitment to upholding a respectful learning and clinical care environment and ending mistreatment.

【 授权许可】

Unknown