Prevalence and Determinants of Academic Bullying Among Junior Doctors in Sierra Leone

BackgroundAcademic bullying among junior doctors--characterized by repeated actions that undermine confidence, reputation, and career progression--is associated with adverse consequences for mental health and professional development. We aimed to investigate the prevalence and determinants of academic bullying among junior doctors in Sierra Leone. MethodsWe conducted a cross-sectional survey of 126 junior doctors at the University of Sierra Leone Teaching Hospitals Complex (USLTHC) in Freetown between January 1 and March 30, 2024. Participants were selected through random sampling. Data were collected using a semi-structured, self-administered questionnaire and analyzed with descriptive statistics and multivariable logistic regression. ResultsOf the 126 participants (61.1% male; mean age 31.9 years), 86 (68.3%) reported experiencing academic bullying. Among those, 54.6% experienced it occasionally and 35.2% very frequently. The most common forms were unfair criticism (73.3%), verbal aggression (66.3%), and derogatory remarks (47.7%). Consultants and senior doctors were the main perpetrators, with incidents primarily occurring during ward rounds, clinical meetings, and academic seminars. No statistically significant predictors of bullying were found for gender (odds ratio [OR] 2.07, 95% CI 0.92-4.64; p=0.08) or less than two years of practice (OR 0.30, 95% CI 0.05-1.79; p=0.19). ConclusionAcademic bullying is pervasive among junior doctors at USLTHC, with significant implications for their mental health and professional development. Urgent implementation of comprehensive strategies--including culturally sensitive policies, targeted training programs, confidential reporting mechanisms, and leadership development--is essential to address this issue. Promoting ethical leadership and fostering a culture of respect may mitigate incivility and burnout, enhancing the work environment for junior doctors.