Improving Leadership Handling of Student Concerns about Faculty Benefits Both Students and Faculty

For centuries, students have had minimal power in the dynamic relationship with faculty. Understandably, then, students have been reluctant to express concerns about faculty behavior believed to be counterproductive to a safe and positive learning environment. In more recent times, medical students have increasingly been encouraged to voice concerns about faculty behavior that students believe is counterproductive. However, medical students frequently are not experienced in the expression of their concerns and are uncomfortable with and reluctant to engage in direct discussions with faculty. As medical schools continue to encourage students to express their concerns, they have an opportunity to teach students to voice these concerns productively, to help students overcome their inherent reluctance to deal directly with faculty, and thereby to teach critical conflict management skills that will serve students throughout their careers. I propose two actionable and specific ways medical schools can teach students and faculty alike to work together to their mutual benefit. The first is by requiring students to be actively involved in direct discussions with faculty when concerns are expressed, and the second is for faculty to be educated more comprehensively on how to handle emotionally and practically the expressions of student concerns. In this manner, medical schools foster the building of student conflict management skills that will benefit them throughout their careers. In addition, medical schools foster the building of bonds between students and patients, as well as faculty and colleagues, who may hold different viewpoints. Both students and faculty stand to benefit from implementing these strategies. Furthermore, this evens the power differential in the dynamics of their relationship by moving the power pendulum to the more equitable middle position.