Discrimination, bullying or harassment in undergraduate education in the osteopathic, chiropractic and physiotherapy professions: A systematic review with critical interpretive synthesis

MacMillan, Andrew; Hohenschurz-Schmidt, David; Migliarini, Dr Valentina; Draper-Rodi, Dr Jerry

doi:10.1016/j.ijedro.2021.100105

Cited by 10 publications

(7 citation statements)

References 34 publications

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“…Qualitative stage: Focus groups were selected for this phase and represented four UrG: ethnic minority, disability, LGBTQIA + or women. Whilst women are not numerically under-represented in UK osteopathic undergraduate training, socially they are more oppressed than men, including in manual therapy training (31). The choice of these four groups was discussed and validated during the community engagement meetings.…”

Section: Survey Instrumentmentioning

confidence: 99%

“…There is little known about discrimination, bullying and harassment in osteopathy education as highlighted in a recent systematic review (31). Therefore, the current research project aimed to assess osteopathic students' awareness of cultural diversity and beliefs about patients from UrGs and their preparedness in managing them; to explore the educational experiences of students with UrG backgrounds during training and their opinions on changes to support better levels of recruitment and achievement.…”

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confidence: 99%

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Overcoming barriers to equality, diversity, inclusivity, and sense of belonging in healthcare education: the Underrepresented Groups’ Experiences in Osteopathic Training (UrGEnT) mixed methods study.

Draper-Rodi,

Abbey,

Hammond

et al. 2024

Preprint

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Background Individuals from minority groups have historically faced social injustices. Those from underrepresented groups have been less likely to access both healthcare services and higher education. Little is known about the experiences of underrepresented students during their undergraduate studies in osteopathy in the UK. The aim of this project was to evaluate osteopathic students' awareness of cultural diversity and their beliefs about patients from underrepresented backgrounds, as well as their preparedness to manage them. The project also aimed to investigate the educational experiences of students from underrepresented backgrounds during their training and their opinions on changes that could support better levels of recruitment and achievement. The findings were disseminated to stakeholders through interactive workshops with the aim to develop recommendations for action and change.Methods A transformative action research paradigm informed this mixed methods project. It included: 1/ a survey of students from all seven osteopathic educational providers in the UK using the Multidimensional Cultural Humility Scale (MCHS); 2/ a series of focus groups with students from underrepresented groups (women, students with disabilities, students from minority ethnic backgrounds, and students identifying as LGBTQIA+); and 3/ a workshop forum to discuss findings.Results A total of 202 participants completed the MCHS and demographic questionnaire and seven focus groups were conducted. A model was developed to describe participants' training experiences comprising two main themes: institutional contextual obstacles (with four sub-themes) and underrepresented students' conceptual understanding of Equity, Diversity and Inclusion (EDI). Recommendations for change identified in the workshops were based on three topics: institutions, staff, and students.Conclusion Our findings suggest that staff education is urgently needed to create and maintain equitable, inclusive environments in osteopathic educational institutions in the UK to support all students, particularly those from underrepresented groups. Institutional EDI processes and policies also need to be clarified or modified to ensure their usefulness, accessibility, and implementation.

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Section: Survey Instrumentmentioning

confidence: 99%

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confidence: 99%

Overcoming barriers to equality, diversity, inclusivity, and sense of belonging in healthcare education: the Underrepresented Groups’ Experiences in Osteopathic Training (UrGEnT) mixed methods study.

Draper-Rodi,

Abbey,

Hammond

et al. 2024

Preprint

Self Cite

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“…Bullying is a global phenomenon which happens in every walks of life, and past studies and surveys have proved its prevalence and increasing frequency (e.g. Coleyshaw, 2010;Cretu and Morandau, 2022;Keashly and Neuman, 2010;Kunttu and Huttunen, 2009;MacMillan et al, 2022;Tight, 2023). Bullying affects individuals and organizations alike.…”

Section: Introductionmentioning

confidence: 99%

Does bullying among students hamper their well-being? Roles of helplessness and psychological capital

Kuriakose

Bishwas

Nimmi

2023

IJEM

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PurposeAnchoring on the Conservation of Resource Theory (Hobfoll, 1989), the study aims to examine the relationship between student bullying, helplessness and student well-being. Further, the study also examines the mediating role of helplessness and the conditional role of students' psychological capital in the model.Design/methodology/approachDrawing responses from 397 students in the business management program in various B Schools in India, the hypothesized relationships were tested using IBM SPSS version 23 and AMOS 23, and moderation was checked with Hayes Process Macros.FindingsThe results revealed that bullying among students poses a severe threat to their well-being. Further, the study found that bullying increases feelings of helplessness, and such feelings impair well-being. The study also found a significant moderating effect of psychological capital in the relationship between feelings of helplessness and student well-being.Research limitations/implicationsThe study findings provide students and educational administrators valuable insights into how student bullying deteriorates their well-being and how it can be tackled effectively using their psychological capital.Originality/valueThe study made a unique attempt to understand the effect of student bullying on their well-being. The study also provides valuable understanding about the roles of helplessness and psychological capital in the model, which will enrich the theory and practice alike.

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“…Indeed, there is evidence to indicate that over 40% of first-year university students experienced conflict with their house/roommates at least once a week, and, in a sample of 31,500 undergraduate students, 50.1% reported experiencing house/roommate conflict frequently (Liu et al, 2008) where these conflict situations often escalated over time to become more serious bullying incidences (Hoel et al, 1999; Keashly & Nowell, 2002; Law, Shapka, Hymel et al, 2012; Zapf & Gross, 2001). Moreover, a recent systematic review by MacMillan et al (2022) reported that bullying appears pervasive among undergraduate learners and may vary by department (i.e., medical-based programs) and population (i.e., racial, and ethnic minoritized groups), with between 30% and 90% of EAs being subject to bullying while pursuing post-secondary education. Notably, there is also evidence to suggest that this trend persists across (Lund & Ross, 2017; Tight, 2023) and beyond university with approximately 98% of EAs pursuing higher education self-reporting that they had indulged in peer-bullying and 88% reporting experiencing peer-victimization during the span of their postsecondary tenure (Kapoor, 2016).…”

Section: Introductionmentioning

confidence: 99%

Compromising, Avoiding, or Bullying? A Mixed Method Approach to Understanding Conflict Resolution and Bullying Among Undergraduate Roommates

Abela,

Sharma,

Law

2023

Emerging Adulthood

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While living with roommates in residence presents a unique set of challenges for emerging adults who are just beginning to navigate a world of adult responsibilities and are adjusting to living with an often-unfamiliar companion, conflicts become inevitable. Common sources of conflict, such as disputes over cleaning duties or noise levels, combine with still-developing conflict resolution skills to create an escalating environment of hostility that can develop into bullying if not properly addressed. However, what remains relatively understudied is how emerging adults navigate conflict management and how conflict resolution styles mitigate such household conflicts. Employing a multi-methods approach, this study utilized quantitative (i.e., questionnaires) and qualitative (i.e., short answer questions) methods to investigate the relative influence of conflict management styles and social support on roommate victimization and bullying among 804 undergraduate students aged 18–21 years old (79% female; M = 19). Multiple hierarchal linear regressions and thematic analyses were employed to analyze the data. The findings revealed that roommate compromise predicted an increase in roommate victimization and bullying, and an inverse relationship between resolving conflict with self-interest, where increased self-interest predicted lower roommate victimization and bullying. Social support was significantly inversely related to roommate bullying and victimization, such that increased social support tended to mitigate bullying and victimization. Taken in unison, these findings convey while students may believe they are compromising, whether they are requires further investigation. This work highlights the need to teach students how to manage conflict in healthy ways while verifying the continued importance of social support.

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Discrimination, bullying or harassment in undergraduate education in the osteopathic, chiropractic and physiotherapy professions: A systematic review with critical interpretive synthesis

Cited by 10 publications

References 34 publications

Overcoming barriers to equality, diversity, inclusivity, and sense of belonging in healthcare education: the Underrepresented Groups’ Experiences in Osteopathic Training (UrGEnT) mixed methods study.

Overcoming barriers to equality, diversity, inclusivity, and sense of belonging in healthcare education: the Underrepresented Groups’ Experiences in Osteopathic Training (UrGEnT) mixed methods study.

Does bullying among students hamper their well-being? Roles of helplessness and psychological capital

Compromising, Avoiding, or Bullying? A Mixed Method Approach to Understanding Conflict Resolution and Bullying Among Undergraduate Roommates

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Discrimination, bullying or harassment in undergraduate education in the osteopathic, chiropractic and physiotherapy professions: A systematic review with critical interpretive synthesis

Cited by 10 publications

References 34 publications

Overcoming barriers to equality, diversity, inclusivity, and sense of belonging in healthcare education: the Underrepresented Groups’ Experiences in Osteopathic Training (UrGEnT) mixed methods study.

Overcoming barriers to equality, diversity, inclusivity, and sense of belonging in healthcare education: the Underrepresented Groups’ Experiences in Osteopathic Training (UrGEnT) mixed methods study.

Does bullying among students hamper their well-being? Roles of helplessness and psychological capital

Compromising, Avoiding, or Bullying? A Mixed Method Approach to Understanding Conflict Resolution and Bullying Among Undergraduate Roommates

Contact Info

Product

Resources

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Overcoming barriers to equality, diversity, inclusivity, and sense of belonging in healthcare education: the Underrepresented Groups’ Experiences in Osteopathic Training (UrGEnT) mixed methods study.

Overcoming barriers to equality, diversity, inclusivity, and sense of belonging in healthcare education: the Underrepresented Groups’ Experiences in Osteopathic Training (UrGEnT) mixed methods study.