Response of faculty members to medical students' personal problems

In the study reported here, the authors examined the interpersonal helping behaviors of medical educators. Ninety-six faculty members from 12 randomly selected medical schools completed a detailed questionnaire providing data on the nature and frequency of their interpersonal behaviors with students experiencing personal problems. The faculty members reported spending an average of 48.6 minutes a week discussing personal problems with students. Student problems reported most frequently pertained to financial concerns, emotional health, and interactions with faculty members. Medical educators used various techniques to offer help; the most commonly reported techniques were listening, asking questions to draw the student out, offering support and sympathy, and offering empathy. Most medical faculty members felt positive about their role as "helper" and rated that component of their job as extremely important. The implications of these findings, especially for staffing and personnel policy, are discussed.