RT Journal Article
SR Electronic
T1 Systematic review of academic bullying in medical settings: dynamics and consequences
JF BMJ Open
JO BMJ Open
FD British Medical Journal Publishing Group
SP e043256
DO 10.1136/bmjopen-2020-043256
VO 11
IS 7
A1 Tauben Averbuch
A1 Yousif Eliya
A1 Harriette Gillian Christine Van Spall
YR 2021
UL http://bmjopen.bmj.com/content/11/7/e043256.abstract
AB Purpose To characterise the dynamics and consequences of bullying in academic medical settings, report factors that promote academic bullying and describe potential interventions.Design Systematic review.Data sources We searched EMBASE and PsycINFO for articles published between 1 January 1999 and 7 February 2021.Study selection We included studies conducted in academic medical settings in which victims were consultants or trainees. Studies had to describe bullying behaviours; the perpetrators or victims; barriers or facilitators; impact or interventions. Data were assessed independently by two reviewers.Results We included 68 studies representing 82 349 respondents. Studies described academic bullying as the abuse of authority that impeded the education or career of the victim through punishing behaviours that included overwork, destabilisation and isolation in academic settings. Among 35 779 individuals who responded about bullying patterns in 28 studies, the most commonly described (38.2% respondents) was overwork. Among 24 894 individuals in 33 studies who reported the impact, the most common was psychological distress (39.1% respondents). Consultants were the most common bullies identified (53.6% of 15 868 respondents in 31 studies). Among demographic groups, men were identified as the most common perpetrators (67.2% of 4722 respondents in 5 studies) and women the most common victims (56.2% of 15 246 respondents in 27 studies). Only a minority of victims (28.9% of 9410 victims in 25 studies) reported the bullying, and most (57.5%) did not perceive a positive outcome. Facilitators of bullying included lack of enforcement of institutional policies (reported in 13 studies), hierarchical power structures (7 studies) and normalisation of bullying (10 studies). Studies testing the effectiveness of anti-bullying interventions had a high risk of bias.Conclusions Academic bullying commonly involved overwork, had a negative impact on well-being and was not typically reported. Perpetrators were most commonly consultants and men across career stages, and victims were commonly women. Methodologically robust trials of anti-bullying interventions are needed.Limitations Most studies (40 of 68) had at least a moderate risk of bias. All interventions were tested in uncontrolled before–after studies.All data relevant to the study are included in the article or uploaded as supplemental information.