Abstracts
Abstract
Navigating the social dynamics of clinical spaces can be an added challenge to the complexities of clinical work. Acts of bias and discrimination from patients have been found to affect healthcare workers both physically and psychologically. As more attention is paid to addressing discrimination by patients, we raise attention to the experiences and unique needs of clinical learners. Given that learners play a vital role in the functioning of hospital ecosystems, we advocate for the inclusion of their voices in any revision to policy and practice. In this paper, we critically examine the academic literature on learner’s experiences with mistreatment from patients, and their families. We outline the major gaps in policy, process, training, and institutional culture, noting the urgent need for institutions to address these gaps in ways that are meaningful to learners. Our goal is to highlight the lack of bioethics attention to this matter and propose areas where we can add value and support. With this goal in mind, we present a series of tables with guiding values, ethical considerations and questions for institutions.
Keywords:
- racist patients,
- learner mistreatment,
- patient bias,
- clinical learners,
- bioethics,
- institutional policy,
- health professions education,
- Canadian healthcare
Résumé
Naviguer dans la dynamique sociale des espaces cliniques peut être un défi supplémentaire aux complexités du travail clinique. Il a été démontré que les actes de partialité et de discrimination de la part des patients affectent les travailleurs de la santé à la fois physiquement et psychologiquement. Alors que l’on s’intéresse de plus en plus à la discrimination par les patients, nous attirons l’attention sur les expériences et les besoins uniques des apprenants cliniques. Étant donné que les apprenants jouent un rôle vital dans le fonctionnement des écosystèmes hospitaliers, nous préconisons d’inclure leur voix dans toute révision de la politique et de la pratique. Dans cet article, nous examinons de manière critique la littérature académique sur les expériences des apprenants en matière de mauvais traitements de la part des patients et de leurs familles. Nous soulignons les principales lacunes en matière de politique, de processus, de formation et de culture institutionnelle, ainsi que le besoin urgent pour les institutions de combler ces lacunes d’une manière qui soit significative pour les apprenants. Notre objectif est de mettre en évidence le manque d’attention acordée par la bioéthique et de proposer des domaines dans lesquels nous pouvons apporter une valeur ajoutée et un soutien. Dans cette optique, nous présentons une série de tableaux contenant des valeurs directrices, des considérations éthiques et des questions à l’intention des institutions.
Mots-clés :
- patients racistes,
- mauvais traitement des apprenants,
- préjugés des patients,
- apprenants cliniques,
- bioéthique,
- politique institutionnelle,
- enseignement des professions de santé,
- soins de santé au Canada
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Appendices
Remerciements / Acknowledgements
Nous sommes reconnaissants au Dr. Ann Heesters pour ses commentaires pertinents et ses révisions sur ce manuscrit.
We are grateful to Dr. Ann Heesters for her insightful comments and edits to this manuscript.
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