The institutional impact after enacting student solutions to decrease barriers in reporting unprofessional behaviors

• Main Authors: Prateek Bhattacharya, Jaden Kohn, George Polson, Georgene Hergenroeder, Philip Lupo, Anne Gill
• Format: Article
• Language: English
• Published: Association for Medical Education in Europe (AMEE) 2019-04-01
• Series: MedEdPublish
• Subjects: Professionalism; Education; Ethics; Learning outcomes; Students; Curriculum
• Online Access: https://www.mededpublish.org/Manuscripts/2326

A two-year study was conducted to evaluate medical student perceptions on professionalism, including barriers to reporting misconduct and solutions to address barriers. Institutional changes occurred based on Year One findings: 1) a streamlined system (EthicsPoint®) was introduced to simplify the process of reporting and allow anonymous reports; 2) curriculum was revamped to include improved didactics on professionalism, instructions on using the EthicsPoint® system, and clerkship orientations that provided clear expectations of behavior by students, house-staff, and faculty; 3) semi-annually, students were asked to document witnessed misconduct, reassured that reports would be confidential, and reassured about protection from reprisal. In Year Two, we assessed changes in the culture of professionalism after institutional changes. Comparing Year Two to Year One, students demonstrated an increase in perceived confidence in ability to identify unprofessional behavior (p<0.01) and increased trust in protection from reprisal (p<0.01). In Year Two, students were more likely to report misconduct related to derogatory remarks about patients (p<0.01) and informed consent (p<0.01). By enhancing clarity about expectations for professional behavior, encouraging transparency through a streamlined and anonymous reporting process, and fostering trust that allows students to feel protected from reprisal, the culture of professionalism at an institution can be improved.