Tools for Responding to Patient-Initiated Verbal Sexual Harassment: A Workshop for Trainees and Faculty

Abstract

Introduction: Patients are the most common source of gender-based harassment of resident physicians, yet residents receive little training on how to handle it. Few resources exist for residents wishing to address patient-initiated verbal sexual harassment themselves. Methods: We developed, taught, and evaluated a 50-minute workshop to prepare residents and faculty to respond to patient-initiated verbal sexual harassment toward themselves and others. The workshop used an interactive lecture and role-play scenarios to teach a tool kit of communication strategies for responding to harassment. Participants completed retrospective pre-post surveys on their ability to meet the learning objectives and their preparedness to respond. Results: Ninety-one participants (57 trainees, 34 faculty) completed surveys at one of five workshop sessions across multiple departments. Before the workshop, two-thirds (67%) had experienced patient-initiated sexual harassment, and only 28 out of 59 (48%) had ever addressed it. Seventy-five percent of participants had never received training on responding to patient-initiated sexual harassment. After the workshop, participants reported significant improvement in their preparedness to recognize and respond to all forms of patient-initiated verbal sexual harassment (p < .01), with the greatest improvements noted in responding to mild forms of verbal sexual harassment, such as comments on appearance or attractiveness or inappropriate jokes (p < .01). Discussion: This workshop fills a void by preparing residents and faculty to respond to verbal sexual harassment from patients that is not directly observed. Role-play and rehearsal of an individualized response script significantly improved participants' preparedness to respond to harassment toward themselves and others.

Systematic Review of Policies and Interventions to Prevent Sexual Harassment in the Workplace in Order to Prevent Depression

“…For the second review, most included articles were from HICs, particularly the United States (15/16) [ 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 ], and one article was from Nigeria, a lower-middle-income country [ 52 ]. Around two thirds of the articles were published in the 2010s (10/16) [ 39 , 40 , 41 , 43 , 45 , 46 , 47 , 49 , 50 , 53 ], 4 articles in the 2000s [ 38 , 42 , 44 , 52 ] and 2 articles in the 2020s [ 48 , 51 ]. Most studies used a cross-sectional design (9/16) [ 38 , 39 , 41 , 42 , 46 , 48 , 49 , 50 , 53 ], four studies were quasi-experimental [ 40 , 43 , 51 , 52 ] and three were RCTs [ 44 , 45 , 47 ].…”

“…Around two thirds of the articles were published in the 2010s (10/16) [ 39 , 40 , 41 , 43 , 45 , 46 , 47 , 49 , 50 , 53 ], 4 articles in the 2000s [ 38 , 42 , 44 , 52 ] and 2 articles in the 2020s [ 48 , 51 ]. Most studies used a cross-sectional design (9/16) [ 38 , 39 , 41 , 42 , 46 , 48 , 49 , 50 , 53 ], four studies were quasi-experimental [ 40 , 43 , 51 , 52 ] and three were RCTs [ 44 , 45 , 47 ].…”

Faculty diversity, equity, and inclusion in academic dentistry: Has dental education missed the call of #MeToo?

“…It can affect how faculty are evaluated, reference/recommendation letters, hiring, promotion, tenure decisions, mentoring, salary, acceptance rates for publication, procurement of grants, nominations for awards and committees, and pay. As discussed in vignettes two and three, the more common forms of gender‐based discrimination, such as sexual remarks and microaggressions, 10 may not reach the threshold for reporting and investigation, so they also remain under‐reported, as well.…”

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“… 10 – 12 , 14 , 16 , 17 , 19 , 21 , 22 Of the four remaining, three are directed towards a general audience of trainees (medical students and resident physicians) and faculty, and the fourth is directed towards faculty, highlighting the use of the ERASE approach (expect that mistreatment will occur, recognize episodes of mistreatment, address the situation in real time, support the learner after the event, establish/encourage a positive culture) to address patient mistreatment of trainees. 13 , 15 , 18 , 20 Of these four modules addressing a facet of resident mistreatment, three are workshops, and one is an activity utilizing forum theater. All use cases or scenarios to demonstrate the concepts they are teaching and have educational objectives focused on being able to describe and apply the knowledge that participants gain.…”