PMID- 35857397
OWN - NLM
STAT- MEDLINE
DCOM- 20221028
LR  - 20221123
IS  - 1938-808X (Electronic)
IS  - 1040-2446 (Linking)
VI  - 97
IP  - 11
DP  - 2022 Nov 1
TI  - Identifying Student Mistreatment Through Peer-Facilitated Learning Environment 
      Sessions.
PG  - 1623-1627
LID - 10.1097/ACM.0000000000004882 [doi]
AB  - PROBLEM: Data from the Association of American Medical Colleges (AAMC) Medical 
      School Graduation Questionnaire (GQ) show persistent high rates of medical 
      student mistreatment, and multiple barriers to student reporting of mistreatment 
      exist. The authors examined whether learning environment sessions (LESs) allow 
      students opportunities to identify and describe patterns of mistreatment missed 
      by other avenues of reporting. APPROACH: Peer-facilitated LESs were instituted in 
      2018-2019 at Boston University School of Medicine. The LESs were scheduled once 
      during every third-year core clerkship block. Third- and fourth-year students 
      trained as peer-facilitators led discussions of topics relevant to the student 
      clinical experience using a standardized facilitator guide. Minutes, including 
      details of reported events, were completed during the session and visible to all 
      students participating. These minutes were sent to clerkship leadership and the 
      medical education office for action once student grades were submitted. OUTCOMES: 
      Summative content analysis was conducted on 44 LES minutes from sessions held in 
      January-November 2019. Reported incidents were categorized into broad categories 
      of negative treatment (NT), negative learning environment (NLE), and positive 
      learning environment (PLE). Sixty-three instances of NT were identified. Of 
      these, 37 fit within the scope of the AAMC GQ mistreatment categories. The 
      remaining 26 instances of NT were classified into 7 novel categories of medical 
      student mistreatment. Instances of NLE were most discussed by students and 
      categorized into 5 subthemes. Examples of PLE were categorized into 4 subthemes, 
      which encompassed 11 descriptors of core qualities of an ideal preceptor or 
      educational environment. NEXT STEPS: LESs have aided in identifying and 
      describing new patterns of mistreatment. They fulfill a unique role by allowing 
      students to identify, analyze, and report mistreatment in a facilitated and 
      protected space. Formal evaluations of institutional improvement in the learning 
      environment, reduction in medical student mistreatment, and subsequent 
      improvement in AAMC GQ data are needed.
CI  - Copyright (c) 2022 by the Association of American Medical Colleges.
FAU - Erb, Emily Cokorinos
AU  - Erb EC
AD  - E.C. Erb is an internal medicine resident, Department of Medicine, Beth Israel 
      Deaconess Medical Center, Boston, Massachusetts.
FAU - Randolph, Martine N
AU  - Randolph MN
AD  - M.N. Randolph is a family medicine resident, Department of Family Medicine, 
      MedStar Health Franklin Square, Baltimore, Maryland.
FAU - Cohen-Osher, Molly
AU  - Cohen-Osher M
AD  - M. Cohen-Osher is assistant professor, Department of Family Medicine, and 
      assistant dean of medical education for curriculum and instructional design, 
      Boston University School of Medicine, Boston, Massachusetts.
FAU - Garg, Priya S
AU  - Garg PS
AD  - P.S. Garg is assistant professor, Department of Pediatrics, and associate dean of 
      medical education, Boston University School of Medicine, Boston, Massachusetts; 
      ORCID: https://orcid.org/0000-0002-7219-476X .
LA  - eng
PT  - Journal Article
DEP - 20220719
PL  - United States
TA  - Acad Med
JT  - Academic medicine : journal of the Association of American Medical Colleges
JID - 8904605
SB  - IM
MH  - Humans
MH  - *Education, Medical, Undergraduate
MH  - *Students, Medical
MH  - Learning
MH  - *Medicine
MH  - Surveys and Questionnaires
MH  - *Clinical Clerkship
EDAT- 2022/07/21 06:00
MHDA- 2022/10/29 06:00
CRDT- 2022/07/20 12:03
PHST- 2022/07/21 06:00 [pubmed]
PHST- 2022/10/29 06:00 [medline]
PHST- 2022/07/20 12:03 [entrez]
AID - 00001888-202211000-00021 [pii]
AID - 10.1097/ACM.0000000000004882 [doi]
PST - ppublish
SO  - Acad Med. 2022 Nov 1;97(11):1623-1627. doi: 10.1097/ACM.0000000000004882. Epub 
      2022 Jul 19.