Twelve tips to foster healthcare student recognition and reporting of unprofessional behaviour or concerns

Nolan, Helen; Owen, Katherine

doi:10.1080/0142159x.2023.2218541

Cited by 2 publications

(2 citation statements)

References 31 publications

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“…Data were triangulated against other sources, namely issues reported by students in the raising concerns process. Students are influenced by their ongoing experiences and interactions within educational organisations in deciding on whether to report a concern [ 42 , 55 ]. Students may not always feel enabled or safe to report concerns regarding problematic issues they have encountered, and this is particularly true in the case of minoritized students, where perceived power differentials between learner and the organisation are even greater.…”

Section: Discussionmentioning

confidence: 99%

“…We triangulated our findings with quarterly reports from the school’s raising concerns process. This anonymous reporting process [ 42 ] is open to all students to raise concerns about unsafe, unprofessional, or other concerns experiences in medical school or clinical environments. Quarterly summaries of the number and types of concerns raised and overarching themes, as well as an overview of remediative actions implemented, are shared with students and faculty to promote organisational learning and to provide assurance.…”

Section: Methodsmentioning

confidence: 99%

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Medical student experiences of equality, diversity, and inclusion: content analysis of student feedback using Bronfenbrenner’s ecological systems theory

Nolan,

Owen

2024

BMC Med Educ

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Background Issues relating to equality, diversity, and inclusion (EDI) significantly impact on medical student achievement and wellbeing. Interventions have been introduced at curricular and organisational levels, yet progress in addressing these issues remains limited. Timely evaluation is needed to assess effectiveness of interventions, and to explore issues and interactions in learning environments impacting on student experience. We introduced an anonymous question concerning students’ experiences of EDI into routine online student feedback questionnaires, to scope the nature of ongoing issues and develop greater understanding of students’ experiences in our programme environment. Ecological systems theory, which conceptualizes learning as a function of complex social interactions, determined by characteristics of individual learners and their environment, provides a framework for understanding. Methods Free-text responses regarding experiences of EDI gathered over 20 months from all programme years (n = 760) were pooled for analysis, providing a holistic overview of experiences in the learning environment. A counting exercise identified broad categories reported by students. Content analysis of the qualitative dataset was undertaken. Bronfenbrenner’s ecological systems theory was applied as a framework to demonstrate interdependencies between respondents’ experiences and environments, and associated impacts. Results Three hundred and seventy-six responses were received relating to wide-ranging EDI issues, most frequently gender or ethnicity. Responses mapped onto all areas of the ecological systems model, with frequent links between subsystems, indicating considerable complexity and interdependencies. Interpersonal interactions and associated impacts like exclusion were frequently discussed. Differential experiences of EDI-related issues in medical school compared to clinical settings were reported. Impacts of institutional leadership and wider societal norms were considered by respondents. Respondents discussed their need for awareness of EDI with reference to future professional practice. Conclusions Implementation of a regular free-text evaluation question allowed data-gathering across cohorts and throughout several stages of the curriculum, illuminating student experience. Connections established demonstrated intersectionality, and how environment and other factors interact, impacting on student experiences. Students experience EDI-related issues on multiple levels within the educational environment, with consequent impacts on learning. Any successful approach towards tackling issues and promoting equity of opportunity for all requires multi-level actions and widespread culture change. Students can offer fresh and distinct perspectives regarding change needed, to complement and diversify perspectives provided by staff and organisational leadership. Student voice should be enabled to shape change.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%