Unprofessional behaviour in medical students: A questionnaire-based pilot study comparing perceptions of the public with medical students and doctors

Brockbank, Susannah; David, T J; Patel, L.R.

doi:10.3109/0142159x.2011.599450

Cited by 29 publications

(27 citation statements)

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“…Interestingly, perceptions of and participation in most unprofessional behaviors did not increase as students progressed through internship. Another study (9) from the United Kingdom compared perceptions on unprofessional behavior across medical students, physicians, and the public. The authors emphasized that "students were more likely than doctors and public to rationalize, make allowances, or even excuse certain behaviors" (9).…”

Section: Discussionmentioning

confidence: 98%

Medical students' participation in and perception of unprofessional behaviors: comparison of preclinical and clinical phases

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et al. 2013

Advances in Physiology Education

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We aimed to compare reported observations, participation in, and perceptions of unprofessional behaviors across preclinical and clinical medical students using a 23-item questionnaire that asked participants whether they witnessed or participated in the behavior and considered it unprofessional. Overall, 111 preclinical (year 3) and 104 clinical (year 4) students responded. For all of the behaviors, significant positive correlations were present between participation and affirmative perceptions. Participation rates for several unprofessional behaviors (14 of 23 items) were higher in the clinical phase. Clinical students more frequently perceived unprofessional behaviors as appropriate (17 of 23 items) compared with preclinical students. In conclusion, both preclinical and clinical medical students in our setting commonly witness unprofessional behaviors. Clinical students participate in and tend to rationalize these behaviors more frequently than preclinical students do.

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Section: Discussionmentioning

confidence: 98%

Medical students' participation in and perception of unprofessional behaviors: comparison of preclinical and clinical phases

Kulaç

Sezi̇k

Aşçı

et al. 2013

Advances in Physiology Education

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“…Many of the complaints described poor behaviour and language towards patients or fellow students, or unsatisfactory team-work, both highly important with respect to patient care and safety. Indeed, a recent questionnaire survey from Manchester has suggested that members of the public may judge student behaviour even more harshly than do doctors, who are also less lenient than students themselves [ 8 ]. Issues relating to probity were more common in the early, non-clinical course, and largely centred on plagiarism in written work, on lack of respect for rules (such as smoking in Halls of Residence, where it is forbidden), and falsifying signatures.…”

Section: Discussionmentioning

confidence: 99%

“Concerns” about medical students’ adverse behaviour and attitude: an audit of practice at Nottingham, with mapping to GMC guidance

Yates

2014

BMC Med Educ

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BackgroundThe development and maintenance of students’ professional behaviour and attitude is of increasing importance in medical education. Unprofessional behaviour in doctors has the potential to jeopardise patient safety, compromise working relationships, and cause disruption and distress. The General Medical Council issues guidance to medical schools and students describing the standards that should be attained.Nottingham University medical school introduced a ‘Concerns’ form in 2009, to create a standardised, transparent and defensible means of recording and handling complaints about adverse attitudes or behaviours. This paper reports an audit of the system over the first three years.MethodsThe routinely-held database was enhanced with further detail collected from relevant student records. The data were explored in terms of the types of complaint, students who were reported, the people who reported them, and the actions taken afterwards. The data were also mapped to the current GMC guidance.Results189 valid forms were generated, relating to 143 students. The form was used by a wide variety of people, including clinical and non-clinical teachers, administrators, Hall Wardens, and fellow students. The concerns ranged from infringements of regulations to serious fitness to practise issues. Most were dealt with by faculty or pastoral care staff but some required escalation to formal hearings. The complaints were mapped successfully to GMC documentation, with the highest proportions relating to the GMC categories ‘Good Clinical Care’ and ‘Working with Colleagues’.Male and ethnic minority students appeared to be more likely to have a Concern raised, but this is a tentative conclusion that requires a larger sample. Undergraduate (as opposed to Graduate Entry) students may also be at greater risk.ConclusionsA simple form, freely available, but designed to prevent frivolous or malicious use, has provided valuable data on unprofessional behaviour and the responses elicited. Some parts of the form require improvements, and these are underway to provide more efficient use, audit and review in future.Electronic supplementary materialThe online version of this article (doi:10.1186/1472-6920-14-196) contains supplementary material, which is available to authorized users.

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“…Rather than the wholesale adoption of professionalism, a more nuanced interpretation arises where professional behavior is associated with the self-perception of being a "good person" 64 allowing potential biases to intrude. 65 Moreover, for more than one-third (36%) of medical students (those in the "strong racial bias" category 66 -a rate 30% higher than a comparable segment of the US population 67 ), they may exhibit significant internal dissonance to professionalism standards as well. Assumptions regarding positive beliefs or attitudes about marginalized or stigmatized populations may be far from inevitable or responsive to educational efforts.…”

Section: Prejudice Discrimination Implicit Biasmentioning

confidence: 99%

<p>The Evolution of Social Beliefs 1960–2016 in the United States and Its Influence on Empathy and Prosocial Expression in Medicine</p>

Baugh¹

2020

AMEP

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This perspective surveys healthcare's response to the increased prominence of racial, ethnic, religious and sexual minorities as well as females in American culture. It argues for understanding physicians both as products of the broader society and its changes. Starting in the 1960s, empiric evidence for the rise of reactionary viewpoints in response to major social movements is outlined. Structural reasons for the prevalence of such ideologies within medicine are highlighted. Its negative consequences for minority health are addressed. Finally, the author turns to compensatory strategies to improve the social environment within healthcare. Alternative selection strategies for medical school are proposed, with a stronger focus on empathetic candidates.

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Unprofessional behaviour in medical students: A questionnaire-based pilot study comparing perceptions of the public with medical students and doctors

Abstract: The public judge misdemeanours among medical students more harshly than do medical students and medical professionals. This implies that views of lay members should be sought by medical schools when promoting professionalism and considering cases of medical student misconduct.

Cited by 29 publications

References 32 publications

Medical students' participation in and perception of unprofessional behaviors: comparison of preclinical and clinical phases

Medical students' participation in and perception of unprofessional behaviors: comparison of preclinical and clinical phases

“Concerns” about medical students’ adverse behaviour and attitude: an audit of practice at Nottingham, with mapping to GMC guidance

<p>The Evolution of Social Beliefs 1960–2016 in the United States and Its Influence on Empathy and Prosocial Expression in Medicine</p>

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