Salud Mental

Development and psychometric properties of the Subtle Gender-Based Violence Among Medical Residents Assessment Scale (SGEVRA)

##plugins.themes.bootstrap3.article.main##

Diana Guízar-Sánchez
Ingrid Vargas-Huicochea
Aura Silva-Aragón
Gerhard Heinze
Luis Manjarrez-Gutiérrez
Dewi Hernández-Montoya
Ana Fresán-Orellana

Abstract

Introduction. Medical residents (MR) are an important pillar for a future effective health system. As such, it is important to study all the factors throughout their training that may influence their professional development, like gender-based violence (GV).

Objetive. To design and evaluate the psychometric proprieties of subtle GV among medical residents’ assessment scale (SGEVRA).

Method. The design was carried out in two phases: (1) in the qualitative phase, three focus groups were interviewed to obtain information about GV during medical training; and (2) in the quantitative phase, the information was incorporated into the instrument and the psychometric properties were tested.

Results. A total of 1,645 medical residents (MRs) completed the instrument. Exploratory factor analysis led to a final two factor model comprised of 31 items that explained 74.9% of the variance. The factors were labelled as gender discrimination (factor 1) and sexual violence (factor 2); both demonstrated high internal consistency using Cronbach’s alpha (factor 1: .987; factor 2: .935).

Discussion and conclusion. The SGEVRA is a brief, valid, and reliable instrument for assessing subtle GV among MR.
Keywords:
Subtle gender-based violence, assessment scale, psychometrics properties, medical residents

Downloads

Download data is not yet available.

References

Al-Shafaee, M., Al-Kaabi, Y., Al-Farsi, Y., White, G., Al-Maniri, A., Al-Sinawi, H., & Al-Adawi, S. (2013). Pilot study on the prevalence of abuse and mistreatment during clinical internship: a cross-sectional study among first year residents in Oman. BMJ Open, 3(2), e002076. doi: 10.1136/bmjopen-2012-002076

Buss-Thofehrn, M., López-Montesinos, M. J., Rutz-Porto, A., Coelho Amestoy, S., Oliveira Arrieira, I. C. D., & Mikla, M. (2013). Grupo focal: una técnica de recogida de datos en investigaciones cualitativas. Index de Enfermería, 22(1-2), 75-78. doi: 10.4321/S1132-12962013000100016

Camargo, A., Liu, L., & Yousem, D.M. (2017). Sexual harassment in radiology. Journal of the American College of Radiology, 14(8), 1094-1099. doi: 10.1016/j.jacr.2017.02.054

Castro, R. (2014). Génesis y práctica del habitus médico autoritario en México. Revista Mexicana de Sociología, 76(2), 167-197.

Chávez-Rivera, A., Ramos-Lira, L., & Abreu-Hernández, L. (2016). Una revisión sistemática del maltrato en el estudiante de medicina. Gaceta Médica México, 152(6), 796-811.

Cohen, J. S, & Patten, S. (2005). Well-being in residency training: A survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education, 5(21), 1-11. doi: 10.1186/1472-6920-5-21

Coverdale, J. H., Balon, R., & Roberts, L. W. (2009). Mistreatment of trainees: verbal abuse and other bullying behaviors. Academic Psychiatry, 33(4), 269-273. doi: 10.1176/appi.ap.33.4.269

Crebbin, W., Campbell, G., Hillis, D. A., & Watters, D. A. (2015). Prevalence of bullying, discrimination and sexual harassment in surgery in Australasia. ANZ Journal of Surgery, 85(12), 905-909. doi: 10.1111/ans.13363

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Los Angeles: SAGE Publications. ISBN 1412975174

Crutcher, R. A., Szafran, O., Woloschuk, W., Chatur, F., & Hansen, C. (2011). Family medicine graduates’ perceptions of intimidation, harassment, and discrimination during residency training. BMC Medical Education, 11(1), 88. doi: 10.1186/1472-6920-11-88

Espinar-Ruiz, E., & Mateo-Pérez, M. Á. (2007). Violencia de género: Reflexiones conceptuales, derivaciones prácticas. Papers: Revista de Sociología, (86), 189-201.

Fargen, K. M., Drolet, B. C., & Philibert, I. (2016). Unprofessional behaviors among tomorrow’s physicians: Review of the literature with a focus on risk factors, temporal trends, and future directions. Academic Medicine, 91(6), 858-864. doi: 10.1097/ACM.0000000000001133

Fitzgerald, L. F, Gelfand, M. J, & Drasgow, F. (1995). Measuring sexual harassment: Theoretical and psychometric advances. Basic and Applied Social Psychology, 17(4), 425-455. doi: 10.1207/s15324834basp1704_2

Flores-Reynoso, S., Medina-Dávalos, R., & Robles-García, R. (2011). Estudio de traducción al español y evaluación psicométrica de una escala para medir el estigma internalizado en pacientes con trastornos mentales graves. Salud Mental, 34(4), 333-339.

Fnais, N., Al-Nasser, M., Zamakhshary, M., Abuznadah, W., Al-Dhukair, S., Saadeh, M., ... BinAhmed, A. (2013). Prevalence of harassment and discrimination among residents in three training hospitals in Saudi Arabia. Annals of Saudi Medicine, 33(2), 134-139. doi: 10.5144/0256-4947.2013.134

Fnais, N., Soobiah, C., Chen, M. H., Lillie, E., Perrier, L., Tashkhandi, M., ... Tricco, A. C. (2014). Harassment and discrimination in medical training: a systematic review and meta-analysis. Academic Medicine, 89(5), 817-827. doi: 10.1097/ACM.0000000000000200

Galeano-Marín, M. E. (2004). Diseño de proyectos en la investigación cualitativa. Medellín, Colombia: Fondo Editorial Universidad EAFIT, p 40. ISBN: 958-8173-78-7

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E., (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice-Hall. ISBN 0138132631

Haladyna, T. M., & Rodriguez, M. C. (2013). Developing and validating test items. New York, NY: Routledge. ISBN 9780415876056

Iglesias-Benavides, J. L., Saldívar-Rodríguez, D., Bermúdez-Barba, V., & Guzmán-López, A. (2005). Maltrato del estudiante de medicina. Percepción de 404 alumnos de cuarto, quinto y sexto años de la carrera. Medicina Universitaria, 7(29), 191-202

Jewkes, R., Morrell, R., Hearn, J., Lundqvist, E., Blackbeard, D., Lindegger, G., ... Gottzén, L. (2015). Hegemonic masculinity: Combining theory and practice in gender interventions. Culture, Health & Sexuality, 17(sup2), 112-127. doi: 10.1080/13691058.2015.1085094

Kreuter, F., Presser, S., & Tourangeau, R. (2008). Social desirability bias in CATI, IVR, and Web Surveys: The effects of mode and question sensitivity. Public Opinion Quarterly, 72(5), 847-865. doi: 10.1093/poq/nfn063

Kristoffersson, E., Andersson, J., Bengs, C., & Hamberg, K. 2016. Experiences of the gender climate in clinical training – a focus group study among Swedish medical students. BMC Medical Education, 16(1), 283. doi: 10.1186/s12909-016-0803-1

Kulaylat, A. N., Qin, D., Sun, S. X., Hollenbeak, C. S., Schubart, J. R., Aboud, A. J., ... Han, D. C. (2017). Perceptions of mistreatment among trainees vary at different stages of clinical training. BMC Medical Education, 17(1), 14. doi: 10.1186/s12909-016-0853-4

Lawrence, C., Mhlaba, T., Stewart, K. A., Moletsane, R., Gaede, B., & Moshabela, M. (2018). The hidden curricula of medical education: a scoping review. Academic Medicine, 93(4), 648-656. doi: 10.1097/ACM.0000000000002004

Leech, N. L., & Onwuegbuzie, A. J. (2008). Qualitative data analysis: A compendium of techniques and a framework for selection for school psychology research and beyond. School Psychology Quarterly, 23(4), 587-604. doi: 10.1037/1045-3830.23.4.587

Li, S. F., Grant, K., Bhoj, T., Lent, G., Garrick, J. F., Greenwald, P., ... Cowan, E. (2010). Resident experience of abuse and harassment in emergency medicine: Ten years later. The Journal of Emergency Medicine, 38(2), 248-252. doi: 10.1016/j.jemermed.2008.05.005

Maida, A. M., Vásquez, A., Herskovic, V., Calderón, J. L., Jacard, M., Pereira, A., & Widdel, L. (2003). A report on student abuse during medical training. Medical Teacher, 25(5), 497-450. doi: 10.1080/01421590310001606317

Montes-Villaseñor, E., García-González, J., Blázquez-Morales, M. S. L., Cruz-Juárez, A., & De-San-Jorge-Cárdenas, X. M. (2018). Exposición a la violencia durante la formación profesional de los residentes médicos. CienciaUAT, 12(2), 54-66.

Mulder, H., Ter Braak, E., Chen, H. C., & Ten Cate, O. (2019). Addressing the hidden curriculum in the clinical workplace: A practical tool for trainees and faculty. Medical Teacher, 41(1), 36-43. doi: 10.1080/0142159X.2018.1436760

Musselman, L. J., MacRae, H. M., Reznick, R. K., & Lingard, L. A. (2005). ‘You learn better under the gun’: Intimidation and harassment in surgical education. Medical Education, 39(9), 926-934. doi: 10.1111/j.1365-2929.2005.02247.x

Nagata-Kobayashi, S., Maeno, T., Yoshizu, M., & Shimbo, T. (2009). Universal problems during residency: Abuse and harassment. Medical Education, 43(7), 628-636. doi: 10.1111/j.1365-2923.2009.03388.x

Ogunsemi, O. O., Alebiosu, O. C., & Shorunmu, O. T. (2010). A survey of perceived stress, intimidation, harassment and well-being of resident doctors in a Nigerian teaching hospital. Nigerian Journal of Clinical Practice, 13(2), 183-186.

Ortiz-León, S., Jaimes-Medrano, A. L., Tafoya-Ramos, S. A., Mujica-Amaya, M. L., Olmedo-Canchola, V. H., & Carrasco-Rojas, J. A. (2014). Experiencias de maltrato y hostigamiento en médicos residentes. Cirugía y Cirujanos, 82(3), 290-301.

Rodríguez-Pérez, V., Valencia-Flores, M., Reyes-Lagunes, I., & Lara-Muñoz, M. C. (2013). Adaptación y validación psicométrica del Cuestionario de Consecuencias Funcionales del Dormir (Functional Outcomes Sleep Questionnaire [FOSQ]) en habitantes de la Ciudad de México. Salud Mental, 36(4), 307-313. doi: 10.17711/SM.0185-3325.2013.037

Sepúlveda-Vildósola, A. C., Mota-Nova, A. R., Fajardo-Dolci, G. E., & Reyes-Lagunes, L. I. (2017). Workplace bullying during specialty training in a pediatric hospital in Mexico: A little-noticed phenomenon. Revista Médica del Instituto Mexicano del Seguro Social, 55(S1), 92-101.

Tourangeau, R., & Yan, T. (2007). Sensitive questions in surveys, Psychological Bulletin, 133(5), 859-883. doi: 10.1037/0033-2909.133.5.859

Vagias, W. M. (2006). Likert-type scale response anchors. Clemson International Institute for Tourism & Research Development, Department of Parks, Recreation and Tourism Management. Clemson: Clemson University.

Venkatesh, B., Corke, C., Raper, R., Pinder, M., Stephens, D., Joynt, G., ... Varghese, B. (2016). Prevalence of bullying, discrimination and sexual harassment among trainees and Fellows of the College of Intensive Care Medicine of Australia and New Zealand. Critical Care and Resuscitation, 18(4), 230-234.

Waltz, C. F., & Bausell, R. B. (1981). Nursing research: Design, statistics and computer analysis. Philadelphia: FA Davis Company. ISBN: 0803690401

Wilkinson, T. J., Gill, D. J., Fitzjohn, J., Palmer, C. L., & Mulder, R. T. (2006). The impact on students of adverse experiences during medical school. Medical Teacher, 28(2), 129-135. doi: 10.1080/01421590600607195

Witte, F. M., Stratton, T. D., & Nora, L. M. (2006). Stories from the field: Students’ descriptions of gender discrimination and sexual harassment during medical school. Academic Medicine, 81(7), 648-654. doi: 10.1097/01.ACM.0000232421.04170.d2

Yaghmaie, F. (2003). Content validity and its estimation. Journal of Medical Education, 3(1), 25-27. doi: 10.22037/jme.v3i1.870