Comparing the effectiveness of simulation as adjuncts to standardized lectures, on the identification and reporting of intimidation during surgical clerkship: A mixed method randomized controlled trial - 05/09/20
, Samuel Rodriguez-Qizilbash a, c, Christian Vincelette d, e, Adam Dubrowski f, i, Kerianne Boulva a, g, Ramses Wassef a, g, Véronique Godbout a, h, Erica Patocskai a, gAbstract |
Background |
Intimidation constitutes a learning barrier for undergraduates and its reporting rate to authorities remains suboptimal.
Methods |
A randomized controlled trial was conducted to evaluate the effectiveness of three interventions designed to increase reporting by undergraduates during their surgical rotation. As adjuncts to a standardized lecture, participants were assigned to a simulated intimidation scenario, a video of intimidation events, or a control group. Surveys were completed before the interventions, and at the end of the rotation.
Results |
Of the 119 included participants, 17.6% reported that they had been intimidated during their previous rotation as compared to 37.0% after the surgical rotation. There were no statistically significant differences in the reporting of intimidation between the groups. However, 65.5% of all participants declared feeling more at ease to report intimidation, yet the reporting rate remained low.
Conclusion |
Intimidation during clerkship persists as a frequent problem although the best method to increase its reporting remains unclear.
Le texte complet de cet article est disponible en PDF.Highlights |
• | Medical students described more intimidation events during their surgical rotation. |
• | The interventions did not lead to an increase in the reporting of intimidation. |
• | The main reason not to report was the understatement of events’ significance. |
• | Students who reported intimidation perceived decreased barriers to this process. |
Plan
Vol 220 - N° 3
P. 597-603 - septembre 2020 Retour au numéro
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