medigraphic.com
ISSN 2007-5057 (Print)
Investigación en Educación Médica

2021, Number 40

<< Back Next >>

Inv Ed Med 2021; 10 (40)

Preparing to prevent acts of violence and harassment in medical students in Mexico

Olivares OSL, Gómez ZJF, Flores FCM, Castañeda PA, Turrubiates CML, Esperón HRI, Valdez-García JE

Language: Spanish
References: 34
Page: 86-96
PDF size: 579.05 Kb.


ABSTRACT

The abuse and harassment of medical students is an issue that requires attention and prevention. Various studies demonstrate the need to create a safe learning environment inside and outside educational institutions throughout the program, including clinical settings and social service. A national survey distributed in February 2021 by the Mexican Association of Physicians in Training AMMEF (by its acronym in Spanish) and the Association of Mexican Faculties and Schools of Medicine AMFEM (by its acronym in Spanish) reached 2,458 students from the public (74.4%) and private (25.6%) universities. The last section included questions related to violence and harassment. As a result, 40% of the participants reported experiencing sexual harassment or violence during their medical training. Four actions are recommended to prevent and address the conditions of violence and harassment: 1) Have orientation for the academic community on the types of violence, 2) Have reliable reporting channels, 3) Have mentoring throughout the program, 4) Have academic societies. These actions intend to establish protocols and support networks so that students have mechanisms for self-care and reporting situations that endanger their physical and emotional health. Likewise, the recommendations presented here seek to promote standards to be included in the affiliation and accreditation reference frameworks as part of the Incremental Quality Model. There is no reason to wait to take care of the most valuable asset in medical schools: the students.


REFERENCES

  1. Harden RM, Laidlaw JM. Essential skills for a medical teacher: an introduction to teaching and learning in medicine. Edinburgh: Elsevier; 2017.

  2. Kassebaum D, Cutler E. On the culture of student abuse in medical school. Academic Medicine. 1998;73(11):1149-58. doi: 10.1097/00001888-199811000-00011.

  3. Cervantes-Pérez A. La violencia contra trabajadores de la salud. Cirugía y Cirujanos. 2017;86(6):473-4. doi: 10.24875/ CIRU.M18000060.

  4. Rodríguez Sánchez M. Acoso psicológico laboral en médicos pasantes durante el Servicio Social en México. 2019; Foro de Investigación de la Red de Posgrados en Salud en el Trabajo: Ciudad de México. Disponible en: https://bit.ly/2W8J1Tp

  5. Arredondo-Trujillo F, Gascón-Santos S, Espino-Álvarez L. Agresiones hacia los médicos durante el servicio social. Gaceta Médica de México. 2021;150(3):331-7. Disponible en: https://bit.ly/3AEjOiG

  6. Mustapha T, Ho Y, Andrews J, Cullen M. See No Evil, Hear No Evil, Stop No Evil: Institutional-Level Tracking to Combat Mistreatment of Residents and Fellows. Journal of Graduate Medical Education. 2019;11(5):601-5. doi: 10.4300/ JGME-D-19-00218.1.

  7. Siller H, Tauber G, Komlenac N, Hochleitner M. Gender differences and similarities in medical students’ experiences of mistreatment by various groups of perpetrators. BMC Medical Education. 2017;17(1). doi: 10.1186/s12909-017-0974-4.

  8. Abreu-Hernández L, Valdez-García J, Esperón-Hernández R, Olivares-Olivares S. El reto de COVID-19 respecto a la responsabilidad social de las escuelas de medicina: nuevas perspectivas profesionales y humanas. Gaceta de México. 2020;156(4):311-6. doi:10.24875/GMM.20000306.

  9. Klowers W. Abusive culture in medical education: Mentors must mend their ways. Journal of Anaesthesiology Clinical Pharmacology. 2018;34(2):145-7. doi: 10.4103/0970- 9185.236659.

  10. Gamble Blakey A, Smith-Han K, Anderson L, Collins E, Berryman E, Wilkinson T. Interventions addressing student bullying in the clinical workplace: a narrative review. BMC Medical Education. 2019;19(1). doi:10.1186/s12909- 019-1578-y.

  11. Arnejčič B. Mobbing in Company: Levels and Typology. Organizacija. 2016;49(4):240-50. Disponible en: https://bit.ly/3ACrJwF

  12. Villanueva Lozano M. Discriminación, maltrato y acoso sexual en una institución total: la vida secreta de los hospitales escuela. Revista Interdisciplinaria de Estudios de Género de El Colegio de México. 2019;5:1-35. doi:10.24201/reg.v5i0.366

  13. Fnais N, Soobiah C, Chen M, Lillie E, Perrier L, Tashkhandi M et al. Harassment and Discrimination in Medical Training. Academic Medicine. 2014;89(5):817-27. doi: 10.1097/ ACM.0000000000000200.

  14. Castro R. Violencia de género [Internet]. Debatefeminista. cieg.unam.mx. 2016 [cited 19 July 2021]. Disponible en: https://bit.ly/3kDvcWc

  15. Clayton J, Tannenbaum C. Reporting Sex, Gender, or Both in Clinical Research? JAMA. 2016;316(18):1863. doi:10.1001/ jama.2016.16405.

  16. Médicos del mundo. La violencia sexual es también violencia de género [Internet]. Médicos del Mundo. 2021 [cited 19 July 2021]. Disponible en: https://bit.ly/2XD8O6t

  17. Esperón Hernández R. ¿Las Escuelas de Medicina se deben ocupar en las competencias emocionales de sus estudiantes? Investigación en Educación Médica. 2018;(26):10-2. doi: http://dx.doi.org/10.22201/facmed.2007865x.2018.26.02

  18. Acuña M. Elementos contextuales de la crisis: socioambientales, económicos, políticos, culturales y educativos. En: Crocker R, Esperón R, ed. by. Educación médica en un mundo en crisis. 1st ed. Ciudad de México; 2021.

  19. Olivares-Olivares S, Garza-Cruz A, Valdez-García J. Etapas del modelo incremental de calidad: un análisis de las escuelas de medicina en México. Investigación en Educación Médica. 2016;5(17):24-31. doi: 10.1016/J.RIEM.2015.08.005.

  20. Bhatia K, Takayesu J, Nadel E. A novel mentorship programme for residents integrating academic development, clinical teaching, and graduate medical education assessment. Perspectives on Medical Education. 2016;5(1):56-9. doi:10.1007/ s40037-015-0236-2.

  21. López M. Evaluación del aprendizaje en escenarios clínicos. [Internet]. Coursera. 2021 [cited 11 July 2021]. Disponible en: https://bit.ly/3kBRlnT

  22. Peters M, Asare B, Whitaker C, Rogers R, Huetteman H, Espinoza C et al. Medical Students as Mentors of Latinx Youth: A Model for Increasing Cultural Competence and Community Engagement in Medical Schools. Journal of Higher Education Outreach and Engagement, 2021;25(1):87-101. Disponible en: https://openjournals.libs.uga.edu/jheoe/article/view/1721

  23. Haidet P, Hatem D, Fecile M, Stein H, Haley H, Kimmel B et al. The role of relationships in the professional formation of physicians: Case report and illustration of an elicitation technique. Patient Education and Counseling. 2008;72(3):382-7. doi: 10.1016/j.pec.2008.05.016.

  24. Dave D, Patel J. Perception of Undergraduate Medical Students Regarding Mentorship in Medical Education. Journal of Clinical and Diagnostic Research. 2020;14(10):1-5. doi: 10.7860/JCDR/2020/44495.14069.

  25. Garringer M, Kupersmidt, J, Rhodes J, Stelter R, Tai T. Elements of effective practice of mentoring [Internet]. Mentoring.org. 2015 [cited 11 July 2021]. Available from: https://bit.ly/3zAr5Pe

  26. Fisher J, Charania M. 5 steps for building and strengthening students’ networks - Christensen Institute [Internet]. Christensen Institute. 2021 [cited 11 July 2021]. Available from: https://bit.ly/3ACstC1

  27. Cruess R, Cruess S, Boudreau J, Snell L, Steinert Y. A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents. Academic Medicine. 2015;90(6):718-25. doi: 10.1097/ ACM.0000000000000700.

  28. Bettin K. The Role of Mentoring in the Professional Identity Formation of Medical Students. Orthopedic Clinics of North America. 2021;52(1):61-8. doi: 10.1016/ j.ocl.2020.08.007.

  29. Olivares S, Rivera N, López M, Turrubiates M. Etapas de la identidad para ser profesionista: evolución de las expectativas de los retos académicos a lo largo de la carrera. Formación universitaria. 2020;13(4):11-20. doi: 10.4067/ S0718-50062020000400011.

  30. Olivares Olivares S, Valdez García J. Aprendizaje centrado en el paciente. Buenos Aires, Madrid: Panamericana; 2017.

  31. Buckley P, Lee P. The impact of extra-curricular activity on the student experience. Active Learning in Higher Education. 2018;22(1):37-48. doi: 10.1177/1469787418808988.

  32. Smith S, Shochet R, Keeley M, Fleming A, Moynahan K. The Growth of Learning Communities in Undergraduate Medical Education. Academic Medicine. 2014;89(6):928-33. doi: 10.1097/ACM.0000000000000239.

  33. Osterberg L, Goldstein E, Hatem D, Moynahan K, Shochet R. Back to the Future: What Learning Communities Offer to Medical Education. Journal of Medical Education and Curricular Development. 2016;17(3). doi: 10.4137/JMECD. S39420.

  34. Wenger E, Trayner B, Laat M. Promoting and assessing value creation in communities and networks: a conceptual framework. [Internet]. Wenger-trayner.com. 2021 [cited 11 July 2021]. Disponible en: https://bit.ly/39uKQgu




2020     |     www.medigraphic.com