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The prematurity stereotype in Israeli health care providers
M Stern1, S K Moritzen, S Carmel
1Department of Educational and Counseling Psychology, University at Albany, SUNY, New York State, 12222, USA.
Insights
Medical and nursing students exhibit prematurity stereotypes, rating premature infants more negatively. Stereotype content varied by student level, impacting communication style with mothers.
Area of Science:
- Psychology
- Medical Education
- Social Cognition
Background:
- Stereotypes influence healthcare provider perceptions and interactions.
- The prematurity stereotype's impact on medical and nursing students requires further investigation.
Purpose of the Study:
- To examine prematurity stereotypes among Israeli medical and nursing students.
- To assess how these stereotypes affect expectations for infant development and maternal behavior.
- To explore variations in stereotyping based on student experience and goal orientation.
Main Methods:
- 158 Israeli medical and nursing students were randomly assigned to view infants labeled 'full-term' or 'premature'.
- A goal condition evaluated judgment accuracy for half the participants.
- Participants rated infants on growth, development, and maternal behavior expectations.
Main Results:
- Students demonstrated significant stereotyping, rating premature infants more negatively.
- Stereotype content differed by healthcare provider type; pre-clinical students showed higher stereotyping than upper-level students.
- Limited effects of the goal condition were observed.
Conclusions:
- Stereotypes significantly impact interpersonal processes, including caregiver-patient interactions.
- Findings highlight the need to address stereotypes in medical education to improve patient care.
- Student level influences both the degree of stereotyping and communication approach with mothers.
Abstract:
Research on the prematurity stereotype was extended by randomly assigning 158 Israeli medical and nursing students to view full-term infants labelled either 'full-term' (FTL) or 'premature' (PL). One-half of the students were additionally assigned to a goal condition in which they were informed that their judgements would be evaluated for their accuracy. Overall, students were found to show strong stereotyping effects, rating PL infants more negatively than FTL infants when asked questions about their expectations for the infants' growth and development as well as their expectations for how mothers of these infants might behave during a medically related contact concerning her infant. However, the content of the stereotype varied across type of health care provider when general perceptions of the infants' status characteristics were elicited, with pre-clinical medical students showing greater levels of stereotyping than upper level students. Only limited effects involving the goal condition were found. When communicating with mothers, upper level students reported that they would respond more time-expediently and pre-clinical students reported that they would show more empathy. The findings emphasize the important role stereotypes play in interpersonal processes, including caregiver-patient interactions. Implications for medical education and practice are discussed.
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