Presentation Description
Cristhian Perez-Villalobos1
Nancy Bastias-Vega1, Alejandra Ricouz-Moya2, Carolina Williams-Oyarce3, Marcela Hechenleitner-Carvallo4, Catherine Soto-Faundez5, Ricardo Arteaga-San-Martin6, Ximena Paredes-Villarroel7, María Isabel Ríos-Teillier8 and Jose Peralta-Camposano9
1 Universidad de Concepcion
2 Universidad de Los Lagos
3 Universidad Finis Terrae
4 Universidad Católica de la Santísima Concepción
5 Universidad de Valparaíso
6 Universidad Austral de Chile
7 Universidad de Aysén
8 Universidad Católica del Norte
9 Universidad de Chile
Nancy Bastias-Vega1, Alejandra Ricouz-Moya2, Carolina Williams-Oyarce3, Marcela Hechenleitner-Carvallo4, Catherine Soto-Faundez5, Ricardo Arteaga-San-Martin6, Ximena Paredes-Villarroel7, María Isabel Ríos-Teillier8 and Jose Peralta-Camposano9
1 Universidad de Concepcion
2 Universidad de Los Lagos
3 Universidad Finis Terrae
4 Universidad Católica de la Santísima Concepción
5 Universidad de Valparaíso
6 Universidad Austral de Chile
7 Universidad de Aysén
8 Universidad Católica del Norte
9 Universidad de Chile
Introduction:
Mistreatment is a behavior that affects the physical or psychological well-being of others and is based on symbolic or real power differences. The scientific community has discussed the presence of abuse in the training of health professionals for 40 years, and studies show its presence in all five continents. However, studies on the subject vary in the populations, methodology, and instruments used, with little evidence of the validity and reliability of the latter. The present study is part of the FONDECYT 1221913 grant, and it shows the Academic Mistreatment Scale (in Spanish, EMA), designed by the research team, and offers evidence of its validity and reliability. Method: The Academic Mistreatment Scale was designed from 31 items resulting from an expert judgment to represent six factors: Demoralization, Deregulated demands, Physical violence, Restriction of learning opportunities, Denial of opportunities to satisfy basic needs, and Sexual harassment. 1673 students answered the EMA from twelve health careers, representing eight universities from Coquimbo to Coyhaique. Their ages ranged from 18 to 44 years (M=22.15; SD=3.18), and 73.0% (n=1092) were women. They were surveyed online with prior informed consent. Confirmatory factor analysis was performed as evidence of validity, and McDonald's omega as evidence of reliability. Results: The confirmatory factor analysis evidenced satisfactory data fitness, with fit coefficients of RMSEA=0.041(0.039-0.044), CFI=0.968, TLI=0.964, and SRMR=0.059. Its reliability coefficients fluctuated between ω=0.82 and ω=0.98. Discussion: The results of the study support the validity of the instrument's measures, based on its internal structure, as well as the reliability of the instrument, based on its measurement accuracy. Thus, they offer a tool that researchers can use to unify criteria for investigating academic education mistreatment.
Mistreatment is a behavior that affects the physical or psychological well-being of others and is based on symbolic or real power differences. The scientific community has discussed the presence of abuse in the training of health professionals for 40 years, and studies show its presence in all five continents. However, studies on the subject vary in the populations, methodology, and instruments used, with little evidence of the validity and reliability of the latter. The present study is part of the FONDECYT 1221913 grant, and it shows the Academic Mistreatment Scale (in Spanish, EMA), designed by the research team, and offers evidence of its validity and reliability. Method: The Academic Mistreatment Scale was designed from 31 items resulting from an expert judgment to represent six factors: Demoralization, Deregulated demands, Physical violence, Restriction of learning opportunities, Denial of opportunities to satisfy basic needs, and Sexual harassment. 1673 students answered the EMA from twelve health careers, representing eight universities from Coquimbo to Coyhaique. Their ages ranged from 18 to 44 years (M=22.15; SD=3.18), and 73.0% (n=1092) were women. They were surveyed online with prior informed consent. Confirmatory factor analysis was performed as evidence of validity, and McDonald's omega as evidence of reliability. Results: The confirmatory factor analysis evidenced satisfactory data fitness, with fit coefficients of RMSEA=0.041(0.039-0.044), CFI=0.968, TLI=0.964, and SRMR=0.059. Its reliability coefficients fluctuated between ω=0.82 and ω=0.98. Discussion: The results of the study support the validity of the instrument's measures, based on its internal structure, as well as the reliability of the instrument, based on its measurement accuracy. Thus, they offer a tool that researchers can use to unify criteria for investigating academic education mistreatment.
References (maximum three)
Bastías-Vega Nancy, Pérez-Villalobos Cristhian, Alvarado-Figueroa Débora, Schilling- Norman Mary-Jane, Espinoza-Riffo Maritza, Parra-Ponce Paula et al. Maltrato en el pregrado de la carrera de Medicina: percepción de los estudiantes. Rev. méd. Chile. 2021; 149( 4 ): 617- 625. http://dx.doi.org/10.4067/s0034-98872021000400617.
Mavis B, Sousa A, Lipscomb W, et al. Learning about medical student mistreatment from responses to the medical school graduation questionnaire. Acad Med. 2014; 89 (5): 705-11.
Ahmer S, Yousafzai AW, Bhutto N, Alam S, Sarangzai AK, et al. Bullying of Medical Students in Pakistan: A Cross-Sectional Questionnaire Survey. PLoS ONE 2008; 3 (12): e3889. doi:10.1371/journal.pone.0003889.