Number
602
Name
Faculty Interventions Aimed at Reducing Student Mistreatment: A Scoping Review
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Divya Rane, Washington State University
Radha Nandagopal, Washington State University
Presentation Topic(s)
Student Support
Description
PURPOSE:
Medical trainee mistreatment is a prevalent, long-standing issue within
medical education. Awareness of this issue has grown due to questions on the
AAMC Graduation Questionnaire (GQ) and LCME accreditation requirements.
Understanding how to mitigate mistreatment requires further investigation. As
most mistreatment incidents originate from faculty behavior, this scoping
review summarizes current faculty development efforts aimed at preventing
student mistreatment.
METHODS:
A literature search was conducted using PubMed and MedEd Portal. AAMC
General Questionnaire data was accessed from the AAMC website. The search
yielded 14 publications including training workshop reports, survey analyses,
longitudinal studies, and scholarly perspectives. These publications were
analyzed within study types for outcomes and across study types to identify
themes.
RESULTS:
Mistreatment rates reported on the AAMC GQ have remained stable from
2014-2024 (mean: 39.3%, SD 1.4). 6 of 14 articles assessed long-term
mistreatment outcomes; 0 of 6 reported a reduction in mistreatment. Another 6
of 14 articles assessed faculty understanding of mistreatment, with 4 of
these 6 focusing on faculty training. All 4 reported statistically
significant improvements in faculty understanding of student mistreatment
after workshops. 8 articles focused on broader issues pertaining to the
learning environment, while the remaining 6 focused on diversity, equity, and
inclusion.
CONCLUSIONS:
Many faculty development initiatives implemented in the last decade aimed
at reducing student mistreatment have not demonstrated appreciable reductions
in mistreatment. It remains unclear whether temporary reductions in
mistreatment as a result of training modules or workshops are sustainable. It
is also unclear whether broader cultural interventions in academic
environments may be required to create change. These findings are a call to
action: further research into the root causes of student mistreatment and
faculty-centered interventions must continue to pursue safer learning
environments.
Medical trainee mistreatment is a prevalent, long-standing issue within
medical education. Awareness of this issue has grown due to questions on the
AAMC Graduation Questionnaire (GQ) and LCME accreditation requirements.
Understanding how to mitigate mistreatment requires further investigation. As
most mistreatment incidents originate from faculty behavior, this scoping
review summarizes current faculty development efforts aimed at preventing
student mistreatment.
METHODS:
A literature search was conducted using PubMed and MedEd Portal. AAMC
General Questionnaire data was accessed from the AAMC website. The search
yielded 14 publications including training workshop reports, survey analyses,
longitudinal studies, and scholarly perspectives. These publications were
analyzed within study types for outcomes and across study types to identify
themes.
RESULTS:
Mistreatment rates reported on the AAMC GQ have remained stable from
2014-2024 (mean: 39.3%, SD 1.4). 6 of 14 articles assessed long-term
mistreatment outcomes; 0 of 6 reported a reduction in mistreatment. Another 6
of 14 articles assessed faculty understanding of mistreatment, with 4 of
these 6 focusing on faculty training. All 4 reported statistically
significant improvements in faculty understanding of student mistreatment
after workshops. 8 articles focused on broader issues pertaining to the
learning environment, while the remaining 6 focused on diversity, equity, and
inclusion.
CONCLUSIONS:
Many faculty development initiatives implemented in the last decade aimed
at reducing student mistreatment have not demonstrated appreciable reductions
in mistreatment. It remains unclear whether temporary reductions in
mistreatment as a result of training modules or workshops are sustainable. It
is also unclear whether broader cultural interventions in academic
environments may be required to create change. These findings are a call to
action: further research into the root causes of student mistreatment and
faculty-centered interventions must continue to pursue safer learning
environments.
Presentation Tag(s)
Student Travel Award Nominee, Student Presentation