Medical Student Mistreatment: A Journey
| dc.contributor.advisor | Vanstone, Meredith | |
| dc.contributor.author | Bell, Amanda | |
| dc.contributor.department | Health Science Education | en_US |
| dc.date.accessioned | 2019-10-07T15:13:34Z | |
| dc.date.available | 2019-10-07T15:13:34Z | |
| dc.date.issued | 2019 | |
| dc.description.abstract | Background: Over 50% of Canadian medical students report experiencing mistreatment, yet only a small proportion of students report these concerns to administration. It is unknown how medical students make sense of their experiences of mistreatment and come to decide about formally reporting these experiences. Improved understanding of this phenomenon will facilitate changes at the administrative and institutional levels to better support students. Methods: This Constructivist Grounded Theory study interviewed 19 current and former medical students from one institution about their experiences with mistreatment and reporting. Anonymized transcripts were reviewed, coded and theory was developed. Results: Students undergo a journey surrounding experiences of mistreatment in five phases: Situating, Experiencing and Appraising, Reacting, Deciding, and Moving Forward. Students move through these phases as they come to understand their position as medical learners and their ability to trust and be safe within this institution. Each experience of mistreatment causes students to react to what has happened to them, decide if they will share their experiences and reach out for support. They choose if they are going to report the mistreatment, at what cost and for what outcomes. Students continue through their training while incorporating their experiences into their understanding of the culture in which they are learning and continually resituating themselves within the institution. Discussion: This study revealed institutional mistrust from students especially as it related to reporting mistreatment. Interventions designed to support students and decrease exposure to mistreatment may be best focused on increasing organizational trust and organizational compassion between students and the medical school. Students volunteered mechanisms of support and to improve the reporting process. Medical school administration should consider how they can increase trust with their learners while identifying areas of concern and procedures for intervening and providing more transparent resolutions. | en_US |
| dc.description.degree | Master of Science (MSc) | en_US |
| dc.description.degreetype | Thesis | en_US |
| dc.description.layabstract | More than half of all Canadian medical student experience mistreatment during their medical school but very few choose to formally report it. In this study we explored how students experienced mistreatment and their decisions about reporting it as well as what supports would be most helpful for them. To better understand this issue, 19 medical students were interviewed about their experiences. The interviews were analyzed through constructivist grounded theory and the identified themes were used to develop a theory of how students experience mistreatment and make decisions around reporting. Students go through five phases: Situating themselves in their learning environment, Experiencing and Appraising mistreatment, Reacting to that mistreatment, Deciding about reporting and the risks and benefits and Moving Forward within the same medical school as they continue. Students showed mistrust towards the medical school and suggested changes the medical school could make to better support them. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11375/25006 | |
| dc.language.iso | en | en_US |
| dc.subject | medical education | en_US |
| dc.subject | mistreatment | en_US |
| dc.subject | medical student | en_US |
| dc.title | Medical Student Mistreatment: A Journey | en_US |
| dc.type | Thesis | en_US |