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Identifying Student Mistreatment Through Peer-Facilitated Learning Environment Sessions.

Emily Cokorinos Erb1, Martine N Randolph2, Molly Cohen-Osher3

  • 1E.C. Erb is an internal medicine resident, Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts.

Academic Medicine : Journal of the Association of American Medical Colleges
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Learning environment sessions (LESs) help identify new patterns of medical student mistreatment. These facilitated sessions offer a protected space for students to report issues missed by other reporting avenues.

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Area of Science:

  • Medical Education
  • Student Well-being
  • Healthcare Professionalism

Background:

  • Medical student mistreatment remains a persistent issue, with significant barriers to reporting.
  • Existing reporting mechanisms may not capture all instances of mistreatment.

Purpose of the Study:

  • To examine if peer-facilitated Learning Environment Sessions (LESs) can identify and describe patterns of medical student mistreatment.
  • To assess the utility of LESs in uncovering mistreatment not captured through traditional reporting channels.

Main Methods:

  • Implementation of peer-facilitated LESs at Boston University School of Medicine for third-year students.
  • Analysis of 44 LES minutes using summative content analysis to categorize reported incidents.
  • Categorization of incidents into negative treatment (NT), negative learning environment (NLE), and positive learning environment (PLE).

Main Results:

  • Sixty-three instances of negative treatment (NT) were identified, with 37 aligning with AAMC GQ mistreatment categories.
  • Twenty-six instances of NT were classified into 7 novel categories of medical student mistreatment.
  • Negative learning environment (NLE) and positive learning environment (PLE) themes were also identified and categorized.

Conclusions:

  • LESs are effective in identifying and describing new patterns of medical student mistreatment.
  • These sessions provide a unique, facilitated, and protected space for students to report mistreatment.
  • Further evaluation is needed to assess institutional improvements and impact on AAMC GQ data.