{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,27]],"date-time":"2026-02-27T05:11:06Z","timestamp":1772169066225,"version":"3.50.1"},"update-to":[{"DOI":"10.12688\/mep.20444.1","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2024,9,17]],"date-time":"2024-09-17T00:00:00Z","timestamp":1726531200000}}],"reference-count":14,"publisher":"F1000 Research Ltd","license":[{"start":{"date-parts":[[2024,9,17]],"date-time":"2024-09-17T00:00:00Z","timestamp":1726531200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["mededpublish.org"],"crossmark-restriction":false},"short-container-title":["MedEdPublish"],"abstract":"<ns5:p>\n                    Mistreatment of students has been historically documented as common in U.S. medical schools, but graduate questionnaire (GQ) data from the Association of American Medical Colleges (AAMC) displays high numbers of students who have experienced mistreatment but not reported the incident. There are many reasons within the literature as to why students do not report their experiences, including fear of academic repercussion or a misunderstanding of what constitutes as mistreatment. Our institution found through GQ data that there was a shortcoming in understanding policies and knowledge of procedures associated with mistreatment, and student focus group responses showed that many students were not confident that their reports would receive follow-up on the part of the institution. These factors led to the formation of a task force to investigate our school\u2019s workflow once a report of concern for mistreatment is received and examine measures to increase transparency to the student body that their reports are acted upon. We took measures to place a greater emphasis on communication with students during the mistreatment report workflow, as well as releasing name-blinded data within our weekly student communication emails regarding reports that had been processed and resolved. The results after one year of these efforts saw our GQ percentile data jump from falling between the 10\n                    <ns5:sup>th<\/ns5:sup>\n                    to 25\n                    <ns5:sup>th<\/ns5:sup>\n                    percentile to the 90\n                    <ns5:sup>th<\/ns5:sup>\n                    percentile for student awareness of mistreatment policies and from between the 25\n                    <ns5:sup>th<\/ns5:sup>\n                    to 50\n                    <ns5:sup>th<\/ns5:sup>\n                    percentile to between the 75\n                    <ns5:sup>th<\/ns5:sup>\n                    to 90\n                    <ns5:sup>th<\/ns5:sup>\n                    percentile for student knowledge of mistreatment procedures. These jumps in GQ figures provide insight for policy changes that could benefit other institutions struggling with building a safe environment for students to confidently report incidents of mistreatment with knowledge that their concerns are important and acted upon.\n                  <\/ns5:p>","DOI":"10.12688\/mep.20444.2","type":"journal-article","created":{"date-parts":[[2024,9,18]],"date-time":"2024-09-18T14:35:06Z","timestamp":1726670106000},"page":"62","update-policy":"https:\/\/doi.org\/10.12688\/mep.crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Improved processing workflow and student transparency with student mistreatment reports leads to graduation questionnaire data gains"],"prefix":"10.12688","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0009-0009-8573-4188","authenticated-orcid":false,"given":"Adam","family":"Channell","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"2560","published-online":{"date-parts":[[2024,9,17]]},"reference":[{"key":"ref-1","doi-asserted-by":"publisher","first-page":"e998-1002","DOI":"10.3109\/0142159X.2012.733455","article-title":"Relationship between medical student perceptions of mistreatment and mistreatment sensitivity.","volume":"35","author":"B Bursch","year":"2013","journal-title":"Med Teach."},{"key":"ref-2","doi-asserted-by":"publisher","first-page":"1149-58","DOI":"10.1097\/00001888-199811000-00011","article-title":"On the culture of student abuse in medical school.","volume":"73","author":"D Kassebaum","year":"1998","journal-title":"Acad Med."},{"key":"ref-3","doi-asserted-by":"publisher","first-page":"302-306","DOI":"10.1176\/appi.ap.33.4.302","article-title":"Medical student mistreatment results in symptoms of posttraumatic stress.","volume":"33","author":"A Heru","year":"2009","journal-title":"Acad Psychiatry."},{"key":"ref-4","doi-asserted-by":"publisher","first-page":"1191-1198","DOI":"10.1097\/ACM.0b013e3182625408","article-title":"Eradicating medical student mistreatment: a longitudinal study of one institution\u2019s efforts.","volume":"87","author":"J Fried","year":"2012","journal-title":"Acad Med."},{"key":"ref-5","doi-asserted-by":"publisher","first-page":"705-711","DOI":"10.1097\/ACM.0000000000000199","article-title":"Learning about medical student mistreatment from responses to the medical school Graduation Questionnaire.","volume":"89","author":"B Mavis","year":"2014","journal-title":"Acad Med."},{"key":"ref-6","doi-asserted-by":"publisher","DOI":"10.1080\/10872981.2018.1478170","article-title":"Exploring medical students\u2019 barriers to reporting mistreatment during clerkships: a qualitative study.","volume":"23","author":"M Chung","year":"2018","journal-title":"Med Educ Online."},{"key":"ref-7","doi-asserted-by":"publisher","first-page":"462-470","DOI":"10.1111\/medu.14395","article-title":"Why do few medical students report their experiences of mistreatment to administration?","volume":"55","author":"A Bell","year":"2021","journal-title":"Med Educ."},{"key":"ref-8","doi-asserted-by":"publisher","first-page":"653-665","DOI":"10.1001\/jamainternmed.2020.0030","article-title":"Assessment of the prevalence of medical student mistreatment by sex, race\/ethnicity, and sexual orientation.","volume":"180","author":"K Hill","year":"2020","journal-title":"JAMA Intern Med."},{"key":"ref-9","doi-asserted-by":"publisher","first-page":"608-617","DOI":"10.1097\/ACM.0000000000000172","article-title":"When the learning environment is suboptimal: exploring medical students\u2019 perceptions of \u201cmistreatment\u201d.","volume":"89","author":"R Gan","year":"2014","journal-title":"Acad Med."},{"key":"ref-10","doi-asserted-by":"publisher","first-page":"476-477","DOI":"10.1080\/0142159X.2019.1626979","article-title":"Reporting mistreatment vs learner neglect: how likely are medical students to report these behaviors?","volume":"42","author":"A Mohammed","year":"2020","journal-title":"Med Teach."},{"key":"ref-11","doi-asserted-by":"publisher","first-page":"1623-1627","DOI":"10.1097\/ACM.0000000000004882","article-title":"Identifying student mistreatment through peer-facilitated Learning Environment Sessions.","volume":"97","author":"E Erb","year":"2022","journal-title":"Acad Med."},{"key":"ref-12","article-title":"Medical school graduation questionnaire: 2022 all schools summary report","year":"2022"},{"key":"ref-13","article-title":"Medical school graduation questionnaire: 2023 all schools summary report","year":"2023"},{"key":"ref-14","article-title":"Medical school graduation questionnaire: frequently asked questions","year":"2023"}],"container-title":["MedEdPublish"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/mededpublish.org\/articles\/14-62\/v2\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/mededpublish.org\/articles\/14-62\/v2\/pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/mededpublish.org\/articles\/14-62\/v2\/iparadigms","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,9,5]],"date-time":"2025-09-05T04:50:07Z","timestamp":1757047807000},"score":1,"resource":{"primary":{"URL":"https:\/\/mededpublish.org\/articles\/14-62\/v2"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,9,17]]},"references-count":14,"URL":"https:\/\/doi.org\/10.12688\/mep.20444.2","relation":{"has-version":[{"id-type":"doi","id":"10.12688\/mep.20444.1","asserted-by":"subject"}],"has-review":[{"id-type":"doi","id":"10.21956\/mep.22115.r43175","asserted-by":"subject"},{"id-type":"doi","id":"10.21956\/mep.22115.r43175","asserted-by":"object"},{"id-type":"doi","id":"10.21956\/mep.22115.r42720","asserted-by":"object"}]},"ISSN":["2312-7996"],"issn-type":[{"value":"2312-7996","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,9,17]]},"assertion":[{"value":"Indexed","URL":"https:\/\/mededpublish.org\/articles\/14-62\/v2#article-reports","order":0,"name":"referee-status","label":"Referee status","group":{"name":"current-referee-status","label":"Current Referee Status"}},{"value":"10.21956\/mep.21877.r38486, Amanda Bell, McMaster University, Ontario,, 30 Aug 2024, version 1, 1 approved, 1 approved with reservations","URL":"https:\/\/mededpublish.org\/articles\/14-62\/v1#referee-response-38486","order":0,"name":"referee-response-38486","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.21956\/mep.21877.r38387, Emmanuel Essien, University of Uyo, Uyo, ,AkwaIbom State, 05 Sep 2024, version 1, 1 approved, 1 approved with reservations","URL":"https:\/\/mededpublish.org\/articles\/14-62\/v1#referee-response-38387","order":1,"name":"referee-response-38387","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"<b>Adam Channell<\/b>; \n<i>Posted: 06 Sep 2024<\/i>; I've put additional thought into this, and I'm wondering if my opening sentence gives the wrong impression to readers. I was attempting to show that there are lots of reasons students don't report mistreatment first with this set of statements:  The literature contains several examples of obstacles students face that lead to underreporting of mistreatment incidents. These include a lack of clarity from the school to early students as to what incidents qualify as mistreatment, feeling student claims may be dismissed, and fear of retribution or retaliation for reporting\n<sup>5,9\u201311<\/sup>.&nbsp; However, these reasons were just to show that the literature has many examples. This may draw attention to the variety of issues regarding students not reporting mistreatment, when at our institution, the main reason I was attempting to draw attention to in the follow up sentence was that students did not understand our process and did not think their reports were acted upon:  A 2020 study reported that if students do not see concrete evidence that their mistreatment reports are being acknowledged and acted upon, they will be less likely to report mistreatment7. As an interviewed student in their 2020 study notes, \u201cI think the person who makes the report should have some sort of feedback about this is what was done. And it should be visible to the community, like to the medical students and the learners in general, that these reports do lead to change because right now it doesn\u2019t seem like there is\u201d. We found similar feedback from responses in our student focus group interviews. Additionally, our GQ data showed that we had room for growth in terms of student awareness of our institution\u2019s policies and procedures for student mistreatment.  My question for the reviewers is that maybe this issue can be solved by simply removing the opening statement about the other reasons students do not report mistreatment other than worry that their reports are not followed-up on? This may focus the statement to be clear that the issue we were attempting to address was student understanding of our processes and policies so that it was clear that their reports don't disappear into the ether. Any feedback would be appreciated!","URL":"https:\/\/mededpublish.org\/articles\/14-62\/v2#referee-comment-3571","order":2,"name":"referee-comment-3571","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.21956\/mep.22115.r43175, Sunny Nakae, California University of Science and Medicine School of Medicine, Colton, CA, 05 Sep 2025, version 2, indexed","URL":"https:\/\/mededpublish.org\/articles\/14-62\/v2#referee-response-43175","order":3,"name":"referee-response-43175","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"The author(s) declared that no grants were involved in supporting this work","order":4,"name":"grant-information","label":"Grant Information"},{"value":"This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","order":0,"name":"copyright-info","label":"Copyright"}]}}