How widespread is bullying in university-affiliated hospitals in Isfahan? a cross-sectional study from Iran

Mahdi Badiee  Gavarti; Mehran  Rashidi; Neda  Yavari

doi:10.18502/jmehm.v19i8.22042

Mahdi Badiee Gavarti Student Research Committee, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
Mehran Rashidi Isfahan Gastroenterology and Hepatology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran; Student Research Committee, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
Neda Yavari Assistant Professor of Medical Ethics Department, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.

DOI: https://doi.org/10.18502/jmehm.v19i8.22042

Keywords: Bullying; Harassment; Medical ethics; Medical student; Education

Abstract

Bullying behaviors may undermine ethical standards in clinical education. This study aimed to assess the prevalence of bullying behaviors in university-affiliated hospitals and to identify the characteristics of victims and perpetrators.This cross-sectional study was conducted among undergraduate medical students during the autumn of 2022. Data were collected using a validated and reliable researcher-designed questionnaire that assessed demographic characteristics, experiences with different types of bullying, perceived perpetrators, inquiries about seeking support, and awareness of preventive policies.Among the 297 participants (response rate: 72.4%; mean age: 24.50 ± 1.36 years; females: 65.3%; interns: 46.8%), 90.6% reported experiencing at least one form of bullying during clinical training. The most frequently reported types of bullying were psychological (81.1%), behavioral (80.5%), and verbal (61.3%). Internship and a self-declared history of psychological problems were associated with higher reports of bullying (P-value < 0.05). Residents (93.7%) and clinical faculty members (91.4%) were most commonly identified as perpetrators. These findings indicate that bullying in clinical education is a significant ethical issue that may undermine professional development and respectful clinical practice.The results underscore the need for ethically grounded institutional interventions to prevent mistreatment and support the students at risk.