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Introduction: The culture of respect is a crucial aspect of medical learning environments. It has many positive impacts on learning, inclusivity, healthcare collaboration, and healthcare quality. Since it has not been specifically described in previous studies, this review aimed to describe the nature of respect cultivation in medical education (including its definition, assessment, exemplary actions, actors, impacts, and barriers) and thus identify the potential gaps therein. Methods: This scoping review adapted Arksey and O’Malley’s steps for scoping reviews. Five databases (PubMed, Medline, Science Direct, Google Scholar, and Wiley) were searched, using combinations of related keywords and Boolean operators. The publication year was limited to within the last 15 years. The data analysis was performed using descriptive charting and thematic analysis. Results: Out of 3,900 articles searched, 169 were full text screened, and 23 were included for further analysis. Six discussed themes were (1) the definition of respect, (2) assessment methods of respect, (3) exemplary actions of respect, (4) contributing actors of respect, (5) the impacts of respect, and (6) barriers to cultivating respect. Conclusion: The nature of respect in medical education was described diversely in the studies, which lacked specific assessment instruments. Barriers to cultivating respect were reported on multiple levels (personal, interpersonal, and institutional), thus requiring multilevel-based approaches. Further studies are required to explore the theoretical framework of respect in various medical educational settings and strategic approaches for cultivating respect in each context.
Nagaria et al. (Fri,) studied this question.