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Quon, Stephanie, Low, Sarah, Zhou, Sarah, Zheng, Katherine. (1404). How Physicians Learn to Say "I'm Sorry": Power, Culture, and Apology in Medical Education. , 15(2), 41-47. doi: 10.22038/fmej.2025.87450.1641
Stephanie Quon; Sarah Low; Sarah Zhou; Katherine Zheng. "How Physicians Learn to Say "I'm Sorry": Power, Culture, and Apology in Medical Education". , 15, 2, 1404, 41-47. doi: 10.22038/fmej.2025.87450.1641
Quon, Stephanie, Low, Sarah, Zhou, Sarah, Zheng, Katherine. (1404). 'How Physicians Learn to Say "I'm Sorry": Power, Culture, and Apology in Medical Education', , 15(2), pp. 41-47. doi: 10.22038/fmej.2025.87450.1641
Quon, Stephanie, Low, Sarah, Zhou, Sarah, Zheng, Katherine. How Physicians Learn to Say "I'm Sorry": Power, Culture, and Apology in Medical Education. , 1404; 15(2): 41-47. doi: 10.22038/fmej.2025.87450.1641

How Physicians Learn to Say "I'm Sorry": Power, Culture, and Apology in Medical Education

Future of Medical Education Journal
دوره 15، شماره 2، شهریور 2025، صفحه 41-47    اصل مقاله (757.92 K)
نوع مقاله: Scoping Review
شناسه دیجیتال (DOI): 10.22038/fmej.2025.87450.1641
نویسندگان
Stephanie Quon* 1؛ Sarah Low2؛ Sarah Zhou2؛ Katherine Zheng2
1Department of Medicine, Faculty of Medicine, University of British Columbia, Vancouver, Canada
2Department of Microbiology and Immunology, Faculty of Science, University of British Columbia, Vancouver, Canada
چکیده
Background: Apologizing after a medical error is a vital component of ethical, patient-centered care. Sincere apologies can restore trust, reduce distress, and support healing. Yet the ability to apologize is not instinctive, it is shaped by institutional culture, power dynamics, and educational exposure. Despite increasing emphasis on disclosure training, no prior synthesis has thoroughly examined how medical students are taught to apologize or how sociocultural factors influence this learning. This scoping review explores how medical students learn to apologize in clinical settings, focusing on formal curricula, faculty role modeling, institutional norms, and emotional skill development.
Method: Using Arksey and O’Malley’s framework, refined by Levac et al., and reported per PRISMA-ScR guidelines, we searched PubMed, MEDLINE, Scopus, ERIC, and Google Scholar. Peer-reviewed articles published in English from 2000-2024 were included if they addressed apology or error disclosure in undergraduate medical education. Two reviewers conducted independent screening and data extraction. Studies were thematically analyzed across five domains: curriculum, faculty role modeling, institutional culture, emotional skills, and outcomes.
Results: Seventeen studies met inclusion criteria. Interventions such as simulations, communication frameworks, and patient safety exercises improved students’ confidence in disclosure. Faculty role modeling had strong influence, though observed apologies were often inadequate. Hidden curricula and hierarchies hindered authentic communication. Empathy training facilitated sincere apologies, yet few programs assessed long-term behaviors or addressed structural barriers.
Conclusion: Teaching apology in medicine requires more than communication skills, it demands longitudinal, systems-based efforts that foster humility, transparency, and institutional accountability.
کلیدواژه‌ها
Education؛ Medical؛ Apology؛ Medical Errors؛ Disclosure؛ Curriculum
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