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Medical students’ and teachers’ perceptions of sexual misconduct in the student–teacher relationship

Teachers are important role models for the development of professional behaviour of young trainee doctors. Unfortunately, sometimes they show unprofessional behaviour. To address misconduct in teaching, it is important to determine where the thresholds lie when it comes to inappropriate behaviours i...

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Autores principales: Dekker, Hanke, Snoek, Jos W., Schönrock-Adema, Johanna, van der Molen, Thys, Cohen-Schotanus, Janke
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Bohn Stafleu van Loghum 2013
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3824750/
https://www.ncbi.nlm.nih.gov/pubmed/24170538
http://dx.doi.org/10.1007/s40037-013-0091-y
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author Dekker, Hanke
Snoek, Jos W.
Schönrock-Adema, Johanna
van der Molen, Thys
Cohen-Schotanus, Janke
author_facet Dekker, Hanke
Snoek, Jos W.
Schönrock-Adema, Johanna
van der Molen, Thys
Cohen-Schotanus, Janke
author_sort Dekker, Hanke
collection PubMed
description Teachers are important role models for the development of professional behaviour of young trainee doctors. Unfortunately, sometimes they show unprofessional behaviour. To address misconduct in teaching, it is important to determine where the thresholds lie when it comes to inappropriate behaviours in student–teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed—with a reference group—five written vignettes describing inappropriate behaviours in the student–teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson’s correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers’ and students’ perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.
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spelling pubmed-38247502013-11-19 Medical students’ and teachers’ perceptions of sexual misconduct in the student–teacher relationship Dekker, Hanke Snoek, Jos W. Schönrock-Adema, Johanna van der Molen, Thys Cohen-Schotanus, Janke Perspect Med Educ Original Article Teachers are important role models for the development of professional behaviour of young trainee doctors. Unfortunately, sometimes they show unprofessional behaviour. To address misconduct in teaching, it is important to determine where the thresholds lie when it comes to inappropriate behaviours in student–teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed—with a reference group—five written vignettes describing inappropriate behaviours in the student–teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson’s correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers’ and students’ perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own. Bohn Stafleu van Loghum 2013-10-30 2013-11 /pmc/articles/PMC3824750/ /pubmed/24170538 http://dx.doi.org/10.1007/s40037-013-0091-y Text en © The Author(s) 2013 https://creativecommons.org/licenses/by/2.0/ Open AccessThis article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.
spellingShingle Original Article
Dekker, Hanke
Snoek, Jos W.
Schönrock-Adema, Johanna
van der Molen, Thys
Cohen-Schotanus, Janke
Medical students’ and teachers’ perceptions of sexual misconduct in the student–teacher relationship
title Medical students’ and teachers’ perceptions of sexual misconduct in the student–teacher relationship
title_full Medical students’ and teachers’ perceptions of sexual misconduct in the student–teacher relationship
title_fullStr Medical students’ and teachers’ perceptions of sexual misconduct in the student–teacher relationship
title_full_unstemmed Medical students’ and teachers’ perceptions of sexual misconduct in the student–teacher relationship
title_short Medical students’ and teachers’ perceptions of sexual misconduct in the student–teacher relationship
title_sort medical students’ and teachers’ perceptions of sexual misconduct in the student–teacher relationship
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3824750/
https://www.ncbi.nlm.nih.gov/pubmed/24170538
http://dx.doi.org/10.1007/s40037-013-0091-y
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