Exploring Action Items to Address Resident Mistreatment through an Educational Workshop

• Type of Material: Article
• Authors: Max Griffith, Michigan Medicine/ St. Joseph Mercy Ann Arbor; Michael Clery, Emory University; Butch Humbert, Indiana University; J. Michael Joyce, Virginia Commonwealth University; Marcia Perry, Michigan Medicine; Robin R. Hemphill, Virginia Commonwealth University; Sally A. Santen, Virginia Commonwealth University
• Language: English
• Date: 2020-01-01
• Publisher: WestJEM
• Publication Version: Final Published Version
• Copyright Statement: © 2019 by the author(s).
• License: Creative Commons Attribution 4.0 International
• Final Published Version (URL): http://dx.doi.org/10.5811/westjem.2019.9.44253
• Title of Journal or Parent Work: Western Journal of Emergency Medicine
• Volume: 21
• Issue: 1
• Start Page: 42
• End Page: 46
• Grant/Funding Information: None declared
• Keywords: Education; Emergency Medicine; Life Sciences & Biomedicine; Nursing; Medical student mistreatment; Science & Technology
• Research Categories: Health Sciences, Medicine and Surgery; Health Sciences, Nursing; Education, Health; Health Sciences, Health Care Management

Abstract

Mistreatment of trainees is common in the clinical learning environment. Resident mistreatment is less frequently tracked than medical student mistreatment, but data suggest mistreatment remains prevalent at the resident level. To address resident mistreatment, the authors developed an Educational Advance to engage emergency medicine residents and faculty in understanding and improving their learning environment. The authors designed a small-group session with the following goals: 1) Develop a shared understanding of mistreatment and its magnitude; 2) Recognize the prevalence of resident mistreatment data and identify the most common types of mistreatment; 3) Relate study findings to personal or institutional experiences; and 4) Generate strategies for combating mistreatment and strengthening the clinical learning environment at their home institutions. Design was a combination of presentation, small group discussion, and facilitated discussion. Results were presented to participants from a previously administered survey of resident mistreatment. Public humiliation and sexist remarks were the most commonly reported forms. Faculty were the most frequent perpetrators, followed by residents and nurses. A majority of respondents who experienced mistreatment did not report the incident. Session participants were then asked to brainstorm strategies to combat mistreatment. Participants rated the session as effective in raising awareness about resident mistreatment and helping departments develop methods to improve the learning environment. Action items proposed by the group included coaching residents about how to respond to mistreatment, displaying signage in support of a positive learning environment, zero tolerance for mistreatment, clear instructions for reporting, and intentionality training to improve behavior.