Gursimrat Kaur, Kevin Peng, Rachel Urwin, Johanna I Westbrook, Ryan D McMullan
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引用次数: 0
Abstract
Background: Negative experiences such as mistreatment during clinical placement can have implications for medical student specialty preferences. The aim of this study was to synthesise research on the relationship between medical student mistreatment and their specialty and career choices.
Methods: We systematically searched five electronic databases (MEDLINE, Scopus, CINAHL, Embase, and PsycINFO) to identify studies published from database inception to June 2024 investigating the relationship between the mistreatment of medical students and their specialty choice and career intentions. Two reviewers independently screened articles for inclusion, assessed study quality, and extracted data. We performed a narrative synthesis of the included studies.
Results: We identified 11 studies. The majority used a cross-sectional study design (n = 10). Seven were conducted in the USA. Mistreatment in the form of verbal abuse, discrimination, harassment, and bullying was reported by medical students across the studies. Seven of the studies found an association between mistreatment and specialty or career choices. General surgery and surgical specialties were the most hostile environments for clinical placement and deterred students from pursuing these specialties. Mistreatment was frequently experienced by medical students who identified as female or as a sexual minority. In obstetrics and gynaecology, male students reported experiencing more mistreatment than females and were consequently more likely to change their career choices.
Conclusions: Our findings suggest that students are less likely to pursue specialties if they experience mistreatment during clinical training. Medical students were especially deterred from general surgery and surgical specialties due to their experiences of discrimination.
Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02340-9.
期刊介绍：
Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.
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