Maria Inês da Rosa, Luciane Bisognin Ceretta, Milton Arruda Martins, Laura Colonetti, Tamy Colonetti, Antonio Jose Grande, Patricia Tempski
{"title":"学术不专业行为对医学委员会纪律处分的影响：系统回顾与荟萃分析。","authors":"Maria Inês da Rosa, Luciane Bisognin Ceretta, Milton Arruda Martins, Laura Colonetti, Tamy Colonetti, Antonio Jose Grande, Patricia Tempski","doi":"10.1111/tct.13740","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Objective</h3>\n \n <p>The objective of this study is to evaluate the association of disciplinary actions by regulatory councils and unprofessional behaviour during medical graduation.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A search strategy was developed using the terms: ‘physicians’, ‘disciplinary action’, ‘education’, ‘medical’, ‘undergraduate’ and their synonyms, subsequently applied to the electronic databases MEDLINE, Embase, Cochrane Library, LILACs and grey literature, with searches up to November 2023. The risk of bias was assessed using the Newcastle-Ottawa scale and statistical analysis was performed using the RevMan software.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>A total of 400 studies were found in the databases, and 15 studies were selected for full-texting reading. Four studies met the inclusion criteria and were included, bringing together a total of 3341 evaluated physicians. Three studies were included in the meta-analysis, showing a greater chance of disciplinary actions among physicians who exhibited unprofessional behaviour during medical graduation (OR: 2.54; 95%CI: 1.87–3.44; I<sup>2</sup>: 0%; <i>P</i> < 0.0001; 3077 participants; physicians with disciplinary action: 107/323; control physicians: 222/2754).</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>There is a statistically significant association between unprofessional behaviour during medical undergraduate study and subsequent disciplinary actions by Medical Councils. The tools for periodic assessments of student behaviour during undergraduate studies can be a perspective for future studies aimed at reducing disciplinary actions among physicians.</p>\n </section>\n </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 4","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effects of academic unprofessional behaviour on disciplinary action by medical boards: Systematic review and meta-analysis\",\"authors\":\"Maria Inês da Rosa, Luciane Bisognin Ceretta, Milton Arruda Martins, Laura Colonetti, Tamy Colonetti, Antonio Jose Grande, Patricia Tempski\",\"doi\":\"10.1111/tct.13740\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>The objective of this study is to evaluate the association of disciplinary actions by regulatory councils and unprofessional behaviour during medical graduation.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A search strategy was developed using the terms: ‘physicians’, ‘disciplinary action’, ‘education’, ‘medical’, ‘undergraduate’ and their synonyms, subsequently applied to the electronic databases MEDLINE, Embase, Cochrane Library, LILACs and grey literature, with searches up to November 2023. The risk of bias was assessed using the Newcastle-Ottawa scale and statistical analysis was performed using the RevMan software.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>A total of 400 studies were found in the databases, and 15 studies were selected for full-texting reading. Four studies met the inclusion criteria and were included, bringing together a total of 3341 evaluated physicians. Three studies were included in the meta-analysis, showing a greater chance of disciplinary actions among physicians who exhibited unprofessional behaviour during medical graduation (OR: 2.54; 95%CI: 1.87–3.44; I<sup>2</sup>: 0%; <i>P</i> < 0.0001; 3077 participants; physicians with disciplinary action: 107/323; control physicians: 222/2754).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>There is a statistically significant association between unprofessional behaviour during medical undergraduate study and subsequent disciplinary actions by Medical Councils. 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The effects of academic unprofessional behaviour on disciplinary action by medical boards: Systematic review and meta-analysis
Objective
The objective of this study is to evaluate the association of disciplinary actions by regulatory councils and unprofessional behaviour during medical graduation.
Methods
A search strategy was developed using the terms: ‘physicians’, ‘disciplinary action’, ‘education’, ‘medical’, ‘undergraduate’ and their synonyms, subsequently applied to the electronic databases MEDLINE, Embase, Cochrane Library, LILACs and grey literature, with searches up to November 2023. The risk of bias was assessed using the Newcastle-Ottawa scale and statistical analysis was performed using the RevMan software.
Results
A total of 400 studies were found in the databases, and 15 studies were selected for full-texting reading. Four studies met the inclusion criteria and were included, bringing together a total of 3341 evaluated physicians. Three studies were included in the meta-analysis, showing a greater chance of disciplinary actions among physicians who exhibited unprofessional behaviour during medical graduation (OR: 2.54; 95%CI: 1.87–3.44; I2: 0%; P < 0.0001; 3077 participants; physicians with disciplinary action: 107/323; control physicians: 222/2754).
Conclusions
There is a statistically significant association between unprofessional behaviour during medical undergraduate study and subsequent disciplinary actions by Medical Councils. The tools for periodic assessments of student behaviour during undergraduate studies can be a perspective for future studies aimed at reducing disciplinary actions among physicians.
期刊介绍：
The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.
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