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Self-Defense for Sexual Harassment: Empowering Learners and Cultivating Culture Change

Objective: Until sexual harassment no longer exists, medical students should be equipped with strategies and skills to handle such moments. Being sexually harassed can induce feelings of powerlessness, shame, self-doubt, embarrassment, and isolation. Being able to defend oneself in the moment may help mitigate some of these negative consequences to sexual harassment.
Workshop Agenda:
•  Introduction, Icebreaker (5 min)
•  Presentation: Sexual Harassment in Medical Education (5 min)
•  Small group case-based discussion (15 min): Using real-life vignettes of sexual harassment, participants will brainstorm ideal reactions to use  both as a recipient and as a bystander, learning to identify, acknowledge, and respond to sexual harassment as an educator.
•  Report out (5 min)
•  Small group discussion (15 min): Develop strategies for addressing sexual harassment. Apply  strategies  within and/or modify the proposed intervention framework of:
°    calling out or identifying the behavior as inappropriate
°    saying that it needs to stop
°    requesting an apology
°    establishing clear professional boundaries for future interactions. Participants will practice examples of specific language for each part of the framework.
•  Report out and best practices (10 min): presentation of best practices developed for strategies, framework, and specific language.
•  Small groups: Role play (15 min): Practice teaching the framework to learners with case-based role play.
•  Summary and Final Reflections (5 min)
Interactive Component: small group discussions, sharing best practices, role play
Take Home Product: Badge-sized information cards for students, staff, faculty and residents.
Workshop syllabus and case library.

Related APGO Publications/Modules: Effective Preceptor Series, Effective Student Advising Series, Medical Student Educational Objectives

Topics: Faculty Development Seminar, 2020, Student, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Professionalism, Interpersonal & Communication Skills, GME, CME, UME, Advocacy,

General Information

Student,Faculty,Clerkship Director,Clerkship Coordinator,Osteopathic Faculty,Residency Director,
Professionalism,Interpersonal & Communication Skills,
Clinical Focus

Author Information

Katherine Latham, BA, Harvard Medical School; Laura Baecher-Lind, MD, Tuft University School of Medicine; Celeste Royce, MD, Beth Israel Deaconess Medical Center, Harvard Medical School

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