ArticlePerspectives on medical education2024
Alienation in the Teaching Hospital: How Physician Non-Greeting Behaviour Impacts Medical Students' Learning and Professional Identity Formation.
Article in Perspectives on medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
9 citing papers in PubMed.
- The Healer's Heartache: Reforming Medicine from the Rough Ground.Journal of general internal medicine · 2026Review
- Junior doctors' experiences with vulnerability: A rich picture study.Medical education · 2026Observational
- Article
- Evaluation of professional course teaching behavior and self-reported professional competence in medical students: the effects of professional identity evaluation and campus environment satisfaction.BMC medical education · 2026Article
- Knowing Me Knowing You-Mentorship in Hospital Placement.The clinical teacher · 2025Article
- Ignorance Is Not Bliss: A Systematic Review on the Impact of Ignoring UK Medical Students During Clinical Placements.Cureus · 2025Review
- Accounts of women from Asian ethnic backgrounds about their medical undergraduate experiences in the UK - an interpretative phenomenological study.BMC medical education · 2025Article
- A practical primer on clinical supervision of learners in the emergency department.AEM education and training · 2025Review
- Neurophobia amongst medical students: Hype or reality.Brain & spine · 2024Review
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Clinical workplaces offer unrivalled learning opportunities if students get pedagogic and affective support that enables them to confidently participate and learn from clinical activities. If physicians do not greet new students, the learners are deprived of signals of social respect and inclusion. This study explored how physicians' non-greeting behaviour may impact medical students' participation, learning, and professional identity formation in clinical placements. Methods: We analysed 16 senior Norwegian medical students' accounts of non-greeting behaviours among their physician supervisors in a reflexive thematic analysis of focus group interview data. Results: The main themes were: A) Conclusion: Medical students' accounts of being ignored or treated with disdain by physician superiors upon entering the workplace suggest that unintended depersonalising behaviour is ingrained in medical culture. Interaction rituals like brief eye contact, a nod, a "hello", or use of the student's name, can provide essential affective support that helps medical students thrive and learn in the clinic.
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Registered trials
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