Department of Educational Psychology, Faculty of Education, University of Alberta, 6-132 Education North, 11210 - 87 Ave, Edmonton, AB, T6G 2G5, Canada.
BMC Med Educ. 2020 Oct 12;20(1):359. doi: 10.1186/s12909-020-02265-4.
Research in healthcare, including students as participants, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental and survey literature, however, currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students' perceptions.
To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions.
The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings.
The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional's education along with some attendant psychological factors. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a health professional population level.
医疗保健领域的研究，包括以学生为参与者的研究，已经开始记录负面依从性（特别是从众和服从）的经验。然而，目前有大量的实验和调查文献，但缺乏直接衡量健康专业学生在与心理因素、负面依从的结果以及学生感知相关的从众和服从方面负面经历频率的指标。
为了在健康专业教育中发展关于负面依从和学生感知频率的实证知识，采用了一种多方法调查方法。该调查在四个机构的十个学科中对健康专业学生进行了调查。
结果表明，学生经常经历服从和从众，并且受到印象管理和责任转移的影响。道德困境被确定为一个一致的负面结果。学生自我报告的经历与实证发现一致。
本研究的结果表明，在健康专业人员的教育过程中，负面依从的经历以及一些伴随的心理因素是普遍存在的。这些发现具有教育和实践意义，并指出需要进一步将社会和认知心理学纳入解释医疗保健中的依从性。研究结果可能具有普遍性，但鼓励复制以更好地了解健康专业人群中负面依从的真实频率。
