Beyond mistreatment: Learner neglect in the clinical teaching environment

Abstract

Medical student mistreatment has been recognized as a deterrent to education as it interferes with the learning process and contributes to student burnout and attrition. Medical schools and leaders in undergraduate medical education have expended tremendous effort in addressing this phenomenon in hopes of eradicating mistreatment. However, there is a spectrum of behaviors that negatively impact the learning environment beyond that which is considered frank mistreatment. In this conceptual article, the authors propose the concept of learner neglect for the consideration by educators and researchers. This is a term for a range of behaviors exhibited intentionally or unintentionally by a supervisor that prevent a learner from reaching his or her potential. While the behaviors may overlap with mistreatment, they do not always fit within the definition of mistreatment. This concept is illustrated in the context of optimal and suboptimal teaching behaviors that commonly occur within the ecosystem of clinical education. Descriptions and examples are provided for both intentional and unintentional learner neglect. The authors hypothesize possible short- and long-term impacts of learner neglect, describe contributors to its prevalence, and offer questions for key stakeholders to consider in an effort to recognize, study, and ameliorate this issue within medical education programs.

Acknowledgments

The authors wish to thank Sarina Luangkhot Petrocelly, Academic Research Coordinator, Virginia Commonwealth University School of Medicine Inova Campus.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Learner Neglect: Spectrum of behaviors by a teacher that negatively impact the learning environment and do not always fit within the definition of mistreatment. Whether intentional or unintentional, it can prevent a learner from reaching his/her potential.

Additional information

Funding

SA Santen through Virginia Commonwealth University School of Medicine receives funding from the American Medical Association for the Accelerating Change in Medical Education Consortium for evaluation of the program.

Notes on contributors

Samantha D. Buery-Joyner

Samantha D. Buery-Joyner, MD, is a professor of Obstetrics and Gynecology and assistant dean for Student Affairs, Virginia Commonwealth University School of Medicine Inova Campus, Falls Church, Virginia.

Michael S. Ryan

Michael S. Ryan, MD, MEHP, is the associate professor of pediatrics and assistant dean for clinical medical education, Virginia Commonwealth University School of Medicine, Richmond, Virginia.

Sally A. Santen

Sally A. Santen, MD, PhD, is the senior associate dean for assessment, evaluation, and scholarship, Virginia Commonwealth University School of Medicine, Richmond, Virginia.

Allison Borda

Allison Borda, BS, is a medical student, Virginia Commonwealth University School of Medicine, Richmond, Virginia.

Timothy Webb

Timothy Webb, BS, MS, is a medical student, Virginia Commonwealth University School of Medicine, Richmond, Virginia.

Craig Cheifetz

Craig Cheifetz, MD, is a professor of medicine and regional dean, Virginia Commonwealth University School of Medicine Inova Campus, Falls Church, Virginia.