The institutional impact after enacting student solutions to decrease barriers in reporting unprofessional behaviors
A two-year study was conducted to evaluate medical student perceptions on professionalism, including barriers to reporting misconduct and solutions to address barriers. Institutional changes occurred based on Year One findings: 1) a streamlined system (EthicsPoint®) was introduced to simplify the pr...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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F1000 Research Ltd
2019-04-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://www.mededpublish.org/Manuscripts/2326 |
| _version_ | 1811275859354451968 |
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| author | Prateek Bhattacharya Jaden Kohn George Polson Georgene Hergenroeder Philip Lupo Anne Gill |
| author_facet | Prateek Bhattacharya Jaden Kohn George Polson Georgene Hergenroeder Philip Lupo Anne Gill |
| author_sort | Prateek Bhattacharya |
| collection | DOAJ |
| description | A two-year study was conducted to evaluate medical student perceptions on professionalism, including barriers to reporting misconduct and solutions to address barriers. Institutional changes occurred based on Year One findings: 1) a streamlined system (EthicsPoint®) was introduced to simplify the process of reporting and allow anonymous reports; 2) curriculum was revamped to include improved didactics on professionalism, instructions on using the EthicsPoint® system, and clerkship orientations that provided clear expectations of behavior by students, house-staff, and faculty; 3) semi-annually, students were asked to document witnessed misconduct, reassured that reports would be confidential, and reassured about protection from reprisal. In Year Two, we assessed changes in the culture of professionalism after institutional changes. Comparing Year Two to Year One, students demonstrated an increase in perceived confidence in ability to identify unprofessional behavior (p<0.01) and increased trust in protection from reprisal (p<0.01). In Year Two, students were more likely to report misconduct related to derogatory remarks about patients (p<0.01) and informed consent (p<0.01). By enhancing clarity about expectations for professional behavior, encouraging transparency through a streamlined and anonymous reporting process, and fostering trust that allows students to feel protected from reprisal, the culture of professionalism at an institution can be improved. |
| first_indexed | 2024-04-12T23:46:22Z |
| format | Article |
| id | doaj.art-dd76f6ed7d6840e487e79256d7a29a7d |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-04-12T23:46:22Z |
| publishDate | 2019-04-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-dd76f6ed7d6840e487e79256d7a29a7d2022-12-22T03:11:52ZengF1000 Research LtdMedEdPublish2312-79962019-04-0182The institutional impact after enacting student solutions to decrease barriers in reporting unprofessional behaviorsPrateek Bhattacharya0Jaden Kohn1George Polson2Georgene Hergenroeder3Philip Lupo4Anne Gill5Baylor College of MedicineBaylor College of MedicineBaylor College of MedicineBaylor College of MedicineBaylor College of MedicineBaylor College of MedicineA two-year study was conducted to evaluate medical student perceptions on professionalism, including barriers to reporting misconduct and solutions to address barriers. Institutional changes occurred based on Year One findings: 1) a streamlined system (EthicsPoint®) was introduced to simplify the process of reporting and allow anonymous reports; 2) curriculum was revamped to include improved didactics on professionalism, instructions on using the EthicsPoint® system, and clerkship orientations that provided clear expectations of behavior by students, house-staff, and faculty; 3) semi-annually, students were asked to document witnessed misconduct, reassured that reports would be confidential, and reassured about protection from reprisal. In Year Two, we assessed changes in the culture of professionalism after institutional changes. Comparing Year Two to Year One, students demonstrated an increase in perceived confidence in ability to identify unprofessional behavior (p<0.01) and increased trust in protection from reprisal (p<0.01). In Year Two, students were more likely to report misconduct related to derogatory remarks about patients (p<0.01) and informed consent (p<0.01). By enhancing clarity about expectations for professional behavior, encouraging transparency through a streamlined and anonymous reporting process, and fostering trust that allows students to feel protected from reprisal, the culture of professionalism at an institution can be improved.https://www.mededpublish.org/Manuscripts/2326ProfessionalismEducationEthicsLearning outcomesStudentsCurriculum |
| spellingShingle | Prateek Bhattacharya Jaden Kohn George Polson Georgene Hergenroeder Philip Lupo Anne Gill The institutional impact after enacting student solutions to decrease barriers in reporting unprofessional behaviors MedEdPublish Professionalism Education Ethics Learning outcomes Students Curriculum |
| title | The institutional impact after enacting student solutions to decrease barriers in reporting unprofessional behaviors |
| title_full | The institutional impact after enacting student solutions to decrease barriers in reporting unprofessional behaviors |
| title_fullStr | The institutional impact after enacting student solutions to decrease barriers in reporting unprofessional behaviors |
| title_full_unstemmed | The institutional impact after enacting student solutions to decrease barriers in reporting unprofessional behaviors |
| title_short | The institutional impact after enacting student solutions to decrease barriers in reporting unprofessional behaviors |
| title_sort | institutional impact after enacting student solutions to decrease barriers in reporting unprofessional behaviors |
| topic | Professionalism Education Ethics Learning outcomes Students Curriculum |
| url | https://www.mededpublish.org/Manuscripts/2326 |
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