Student Mistreatment: Do the Right Thing

Student mistreatment remains a persistent challenge in medical education, shaping not only the learning environment but also the long‑term well‑being and professional development of future physicians. The AAMC defines mistreatment as behavior that disrespects the dignity of others and unreasonably interferes with the learning process. This can include physical punishment, sexual harassment, psychological cruelty, discrimination, biased remarks, exclusion from opportunities, or other actions that undermine a student’s ability to learn. The range is broad – spanning overt hostility, public humiliation, and offensive comments to subtler forms such as microaggressions or being denied meaningful clinical experiences. While some educators defend harsh interactions as “tough love,” research and student accounts consistently show that such behavior is harmful rather than formative.

Studies have consistently shown that mistreatment erodes confidence, decreases empathy, contributes to burnout, and is associated with anxiety, depression, post‑traumatic stress symptoms, alcohol misuse, and even suicidal ideation. The AAMC Graduation Questionnaire (GQ) captures many of these experiences, listing behaviors such as public embarrassment, sexist or racist remarks, unwanted sexual advances, denial of opportunities based on identity, and lower evaluations attributed to gender, race, disability, or sexual orientation. At the same time, it is important to distinguish mistreatment from legitimate educational feedback or routine clinical expectations. Correcting an incomplete presentation in front of peers or asking a student to observe a procedure without participating – when done respectfully and in an appropriate educational context – does not constitute mistreatment.

Accrediting bodies have made clear that preventing and addressing mistreatment is an institutional responsibility. LCME Element 3.6 requires medical schools to define mistreatment in written policies, provide accessible reporting mechanisms, respond promptly to complaints, and support educational efforts that promote a respectful learning environment. In alignment with these expectations, the UMMC SOM reviewed its Mistreatment Policy and Procedure in May 2024 and can be found here – SOM Mistreatment Policy and Procedure v.2 .  Students may seek confidential informal consultation with Student Affairs or other deans, or they may file a formal complaint via email, which guarantees a response within 48 hours and initiates an investigation. Additional reporting options include the institutional complaint form UMMC Student Complaints - University of Mississippi Medical Center. To ensure students know how to report concerns, UMMC implemented multiple communication strategies – badge‑holder cards with reporting links, email signature links, digital bulletin board reminders, and regular reinforcement at class meetings. These efforts have significantly improved awareness, with student knowledge of the policy rising from 89% to 96% and understanding of reporting procedures increasing from 72% to 93% between the 2024 and 2025 AAMC GQ surveys.

Tracking mistreatment relies on multiple data sources, including the GQ, formal and informal student complaints, and documentation within Student Affairs. Addressing mistreatment requires individualized responses as well as proactive education for both learners and educators. Students receive ongoing reminders, data updates, and clear guidance on how to report concerns, while faculty and trainees participate in professionalism training, lectures, and individualized feedback. Creating a safe learning environment is an ongoing effort, grounded in transparency, accountability, and shared responsibility. As Martin Luther King Jr. said, “It is always the right time to do the right thing” – and in medical education, doing the right thing means ensuring that every student learns in an environment defined by respect, dignity, and opportunity.