scholarly journals If you can’t make it, you're not tough enough to do medicine’: A qualitative study of Sydney-based medical students’ experiences of bullying and harassment in clinical settings

2019 ◽  
Author(s):  
Laura Colenbrander ◽  
Louise Causer ◽  
Bridget Haire
Keyword(s):  
Medical Students ◽  
Clinical Teaching ◽  
Medical Profession ◽  
Verbal Abuse ◽  
Clinical Settings ◽  
Negative Consequences ◽  
Academic Literature ◽  
Quality Patient Care ◽  
Depth Interviews ◽  
Bullying And Harassment

Abstract Background: Media exposés and academic literature reveal high rates of bullying and harassment of medical students, most commonly by consultant physicians and/or surgeons. Recent reports reveal the medical profession to be characterised by hierarchy, with verbal abuse a ‘rite of passage’, as well as sexist and racist behaviours. Methods : Semi-structured in-depth interviews were conducted with ten current or recently graduated medical students from Sydney-based medical schools. Interviews were audio-recorded, transcribed verbatim, and thematically analysed. Results : Hierarchy, and a culture of self-sacrifice, resilience and deference, were identified as problematic elements of the medical profession. In the minds of participants, these factors created barriers to reporting mistreatment, as participants felt reporting led to being labelled a ‘troublemaker’, affecting career progression. Additionally, participants stated that avenues of recourse were unclear and did not guarantee confidentiality or desired outcomes. Conclusions : Mistreatment is continuing in clinical teaching and has negative consequences on medical students’ mental health and learning. Structural change is needed to combat institutionalised mistreatment to ensure the wellbeing of future doctors and high quality patient care.

scholarly journals If you can’t make it, you're not tough enough to do medicine’: A qualitative study of Sydney-based medical students’ experiences of bullying and harassment in clinical settings

2020 ◽  
Author(s):  
Laura Colenbrander ◽  
Louise Causer ◽  
Bridget Haire
Keyword(s):  
Medical Students ◽  
Clinical Teaching ◽  
Medical Profession ◽  
Verbal Abuse ◽  
Clinical Settings ◽  
Negative Consequences ◽  
Academic Literature ◽  
Quality Patient Care ◽  
Depth Interviews ◽  
Bullying And Harassment

Abstract Background : Media exposés and academic literature reveal high rates of bullying and harassment of medical students, most commonly by consultant physicians and/or surgeons. Recent reports reveal the medical profession to be characterised by hierarchy, with verbal abuse a ‘rite of passage’, as well as sexist and racist behaviours. Methods : Semi-structured in-depth interviews were conducted with ten current or recently graduated medical students from Sydney-based medical schools. Interviews were audio-recorded, transcribed verbatim, and thematically analysed. Results : Hierarchy, and a culture of self-sacrifice, resilience and deference, were identified as problematic elements of the medical profession. In the minds of participants, these factors created barriers to reporting mistreatment, as participants felt reporting led to being labelled a ‘troublemaker’, affecting career progression. Additionally, participants stated that avenues of recourse were unclear and did not guarantee confidentiality or desired outcomes. Conclusions : Mistreatment is continuing in clinical teaching and has negative consequences on medical students’ mental health and learning. Structural change is needed to combat institutionalised mistreatment to ensure the wellbeing of future doctors and high quality patient care.

scholarly journals 'If you can’t make it, you're not tough enough to do medicine’: A qualitative study of Sydney-based medical students’ experiences of bullying and harassment in clinical settings

2019 ◽  
Author(s):  
Laura Colenbrander ◽  
Louise Causer ◽  
Bridget Haire
Keyword(s):  
Medical Students ◽  
Clinical Teaching ◽  
Medical Profession ◽  
Verbal Abuse ◽  
Clinical Settings ◽  
Negative Consequences ◽  
Academic Literature ◽  
Quality Patient Care ◽  
Depth Interviews ◽  
Bullying And Harassment

Abstract Background : Media exposés and academic literature reveal high rates of bullying and harassment of medical students, most commonly by consultant physicians and/or surgeons. Recent reports reveal the medical profession to be characterised by hierarchy, with verbal abuse a ‘rite of passage’, as well as sexist and racist behaviours. Methods : Semi-structured in-depth interviews were conducted with ten current or recently graduated medical students from Sydney-based medical schools. Interviews were audio-recorded, transcribed verbatim, and thematically analysed. Results : Hierarchy, and a culture of self-sacrifice, resilience and deference, were identified as problematic elements of the medical profession. In the minds of participants, these factors created barriers to reporting mistreatment, as participants felt reporting led to being labelled a ‘troublemaker’, affecting career progression. Additionally, participants stated that avenues of recourse were unclear and did not guarantee confidentiality or desired outcomes. Conclusions : Mistreatment is continuing in clinical teaching and has negative consequences on medical students’ mental health and learning. Structural change is needed to combat institutionalised mistreatment to ensure the wellbeing of future doctors and high quality patient care.

The Rise and Fall of Clinical Teaching

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric J. Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical Students ◽  
Common Sense ◽  
Academic Medicine ◽  
Clinical Teaching ◽  
Operational Definition ◽  
Clinical Settings ◽  
Bedside Teaching ◽  
Clinical Method ◽  
Physical Presence ◽  
Definition Of

An operational definition of clinical teaching is proposed. “Bedside teaching,” a characteristic feature of academic medicine since the end of the nineteenth century, has almost disappeared. Common-sense aspects of teaching the clinical method, such as proximity to the patient, physical presence at the bedside, and continuity of contact between patients and learners and learners and teachers, are discussed. The challenges faced by clinicians in contemporary clinical settings are explored. There is a brief review of recent attempts at improving medical students’ clerkship experience through the use of longitudinally organized clinical assignments. The principles that should guide the organization of clinical teaching in a physicianship-based curriculum are discussed.

scholarly journals RESIDENT AS TEACHER IN CLERKSHIP: STUDENTS’ AND RESIDENTS’ PERCEPTION

2018 ◽  
Vol 7 (3) ◽  
pp. 214
Author(s):  
Nurrahma Wahyu Fitriyani ◽  
Ova Emilia ◽  
Doni Widyandana
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Time Allocation ◽  
Role Model ◽  
Clinical Teaching ◽  
Clinical Teacher ◽  
Clinical Settings ◽  
Cross Sectional ◽  
Cross Sectional Design ◽  
Quantitative Descriptive

Background: Resident has a significant role and time allocation as a clinical teacher in the learning process of medical students at the clerkship stage in clinical settings. Unfortunately, residents were often not formally asked to be involved in the teaching process. Residents’ role in medical students’ learning process in clerkship is still ill defined. The aim of this study was to explore the perceptions of resident and medical students on residents’ role as a teacher in clerkship using cognitive apprenticeship model.Methods: This study used quantitative descriptive, cross sectional design. Samples taken with total sampling were 153 students (68.3%) and 214 resident (60.6%) of the total population. Respondents were asked to fill The Maastricht Clinical Teaching Questionnaire (MCTQ), and the results were analyzed using ANOVA and independent t-test.Results: Results of quantitative analysis showed a difference of perception between students and residents in modeling (p = 0.008) and overall performance (p = 0.002) factor, in which students placed a higher point than the resident. These results were consistently found in three departments. While in three other, students gave a lower point than the resident. In addition, differences also found in the exploration factor based on residents’ study period and residents’ preferences for teaching.Conclusion: Residents’ role as a clinical teacher in clerkship is very important, especially as a role model for students. Taking into account of time allocations spent between students and the residents, improvement and optimalization of residents’ role as a clinical teacher appears to be an important requirement.

scholarly journals Medical Students’ Experiences of Teaching with Emotional Intelligence in Clinical Settings: A Qualitative Study

2021 ◽  
Author(s):  
Nahid Toufan ◽  
Athar Omid ◽  
Fariba Haghani
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Qualitative Study ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Clinical Settings ◽  
Clinical Environment ◽  
Medical Sciences ◽  
Individual Interviews ◽  
Purposeful Sampling

Abstract Background Effective teaching in clinical environment is one of the challenges faced by clinical faculty members due to the complexities of the variables involved in the training. Using appropriate teaching methods by professors in this environment can promise efficient graduates in the field. The present study, as a follow up of Omid research, which designed a clinical teaching model based on emotional intelligence, was carried out to evaluate the results of implementing this model in a clinical setting. Methods A qualitative study was conducted using inductive content analysis in one of the educational hospitals affiliated with Esfahan University of Medical Sciences. A total of 20 volunteer medical students from different levels of education were selected using purposeful sampling and were asked to express their experiences of attending the round with its clinical teaching based on emotional intelligence. Participants included 4 stagers, 11 interns, and 5 residents. Data were collected using semi-structured individual interviews; each interview lasted for 40–60 minutes and began with the question: what do you think are the important features of this professor's clinical education? The following questions were asked based on the issues raised in the interview. Data collected were analyzed immediately after the interviews Results Two main categories emerged from data analysis: Health outcome and Learning outcome. Conclusion The use of teaching based on emotional intelligence in the clinical environment can be effective in promoting their learning while ensuring the health of the learners.

scholarly journals A Qualitative Study of the Mistreatment of Medical Students by Their Lecturers in Polish Medical Schools

2021 ◽  
Vol 18 (23) ◽  
pp. 12271
Author(s):  
Marta Makowska ◽  
Joanna Wyleżałek
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Focus Groups ◽  
Well Being ◽  
Medical Schools ◽  
Self Esteem ◽  
Verbal Abuse ◽  
Grading System ◽  
Not Given ◽  
Negative Consequences

Objective: To describe experiences of mistreatment among Polish medical students. Methods: Nine focus groups were carried out with 92 students from three medical universities in Poland (in Gdansk, Krakow, and Warsaw). Results: The mistreatment of medical students included verbal abuse, disregard, and obstacles to pass exams. Students experienced humiliation, belittlement, insults, criticism, shouting, and indecent comments. The lecturers did not respect the students’ time; they did not show understanding for their absences; sometimes, they came to class unprepared while other times, they showed indifference regarding the well-being of students. Respondents stated that they were given enormous amounts material such that they found it far beyond their ability to learn; they were not given information about which textbooks were to be used; exams were incredibly detailed and difficult; and the grading system was unfair. In general, most students did not report the mistreatment. The respondents noticed the negative consequences of their mistreatment, which included a decrease in self-esteem and increased levels of anxiety and stress. This may translate into a lack of empathetic approach to patients. Conclusions: The phenomenon of the mistreatment of medical students requires more attention in Poland. It is important to raise awareness of the significant consequences of this.

Diversity and consistency: a case study of regionalised clinical placements for medical students

2015 ◽  
Vol 39 (1) ◽  
pp. 95 ◽  
Author(s):  
Mavourneen G. Casey ◽  
Michael David ◽  
Diann Eley
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Clinical Examination ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Settings ◽  
Clinical Placements ◽  
Clinical Rotations ◽  
Teaching Standards

Objective A major challenge for medical schools is the provision of clinical skills training for increasing student numbers. This case study describes the expansion of the clinical school network at The University of Queensland (UQ). The purpose of the study was to investigate consistency in medical education standards across a regional clinical teaching network, as measured by academic performance. Methods A retrospective analysis of academic records for UQ medical students (n = 1514) completing clinical rotations (2009–2012) was performed using analysis of covariance (ANCOVA) for comparisons between clinical school cohorts and linear mixed-effects modelling (LEM) to assess predictors of academic performance. Results In all, 13 036 individual clinical rotations were completed between 2009 and 2012. ANCOVA found no significant differences in rotation grades between the clinical schools except that Rural Clinical School (RCS) cohorts achieved marginally higher results than non-RCSs in the general practice rotation (5.22 vs 5.10–5.18; P = 0.03) and on the final clinical examination (objective structured clinical examination; 5.27 vs 5.01–5.09; P < 0.01). LEM indicated that the strongest predictor of academic performance on clinical rotations was academic performance in the preclinical years of medical school (β = 0.38; 95% confidence interval 0.35–0.41; P < 0.001). Conclusions The decentralised UQ clinical schools deliver a consistent standard of clinical training for medical students in all core clinical rotations across a range of urban, regional and rural clinical settings. Further research is required to monitor the costs versus benefits of regionalised clinical schools for students, local communities and regional healthcare services. What is known about the topic? To help meet the demand of increasing numbers of students, Australian medical schools locate clinical training outside the traditional tertiary hospitals. However the viability of maintaining teaching standards across regional and rural locations is uncertain. What does this paper add? Maintaining teaching standards outside established urban teaching hospitals and across a diverse range of urban, regional and rural clinical settings is viable. What are the implications for practitioners? Decentralised clinical teaching networks provide consistent quality of clinical placements while diversifying exposure to different patient populations and clinical environments. These important outcomes may not only alleviate the strain on clinical teaching resources, but also help address the maldistribution of doctors in Australia.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

Exploring Modes, Strategies, and Psychosocial Consequences of Cyberbullying Perpetration and Victimization Among University Students

2020 ◽  
Vol 34 (4) ◽  
pp. 787-817 ◽  
Author(s):  
Hira Kanwal ◽  
Humaira Jami
Keyword(s):  
University Students ◽  
Social Networking Sites ◽  
Psychological Impact ◽  
Social Consequences ◽  
Cyber Victimization ◽  
Psychological Consequences ◽  
Negative Consequences ◽  
Psychosocial Consequences ◽  
Interview Guide ◽  
Depth Interviews

The purpose of the study was to explore modes, strategies, and consequences of cyberbullying perpetration and victimization among university students. In-depth interviews of 14 volunteer university students (8 male and 6 female) were conducted who volunteered to participate in the study in which 10 participants were “cybervictims” whereas 4 were “cyberbully-victim”. Interview guide was used for conducting unstructured interviews. Thematic analysis of the interviews revealed different experiences in cyberspace with respect to gender and role (cybervictim and cyberbully-victim) in experiencing cyberbullying and cyber-victimization. Three themes emerged that is psychological consequences (emotional, behavioral, and cognitive), social consequences (family and peers), and change in lifestyle (online, offline, and academic). Facebook was found to be the most prevalent mode of cyberbullying. The cyberbully-victim participants derived more happiness while bullying and had revengeful attitude; whereas, cybervictims experienced more depression, increased family surveillance, social isolation, and became aware of negative consequences of social networking sites, became more vigilant and conscious in cyberspace. Moreover, the consequences reported by cyberbully-victim were distrust on security settings, low academic achievement, and their peers learnt from their cyberspace experience. Perception of cyber-victimization was different across gender and its psychological impact was more pronounced for girls than boys. The results and implications were discussed in Pakistani context.

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