Training Medical Students as Peer-Facilitators to Identify Medical Student Mistreatment in the Clerkship Year

• Main Authors: Martine N. Randolph, Emily Cokorinos Erb, Priya S. Garg, Rachel Thompson, Molly Cohen-Osher
• Format: Article
• Language: English
• Published: Association of American Medical Colleges 2021-09-01
• Series: MedEdPORTAL
• Subjects: Quality Improvement/Patient Safety; Well-Being/Mental Health; Program Evaluation
• Online Access: http://www.mededportal.org/doi/10.15766/mep_2374-8265.11185

Introduction Data from the Association of American Medical Colleges' Medical School Graduation Questionnaire show persistent trends of medical student mistreatment nationwide. To reduce the barriers and increase actionable reporting of mistreatment, we integrated peer-facilitated learning environment sessions led by a group of trained third- and fourth-year medical students in all core clinical clerkships. Methods During the 2018–2019 academic year, third-year medical students were recruited, oriented, and trained to act as facilitators of sessions on mistreatment. The sessions occurred once every clerkship block, using a standardized session introduction and guide. After a 6-month pilot, new medical students were recruited and worked as scribe/facilitator pairs, receiving an additional 1.5-hour training midyear, which was evaluated with a postworkshop survey. Results Thirty-eight students implemented 43 peer-facilitated sessions and completed deidentified minutes of each session, which were shared with clerkship directors and the Medical Education Office for review. Survey data from midyear facilitator training indicated that facilitators highly agreed peer-led sessions were an important avenue for students to process experiences of mistreatment (3.9 out of 4), understood barriers to reporting (3.8 out of 4) and definitions of mistreatment (3.6 out of 4), and felt confident to facilitate these sessions (3.6 out of 4). Discussion Peer-facilitated sessions offer a method to learn more about student experiences with mistreatment in real time and create a new avenue for communication between faculty and students. Assembling a stable core team of third- and fourth-year students trained in facilitation skills ensures the sustainability and relevance of the program.