# Bullying among medical students: prevalence, determinants, and implications for the educational environment

## TL;DR

This study explores bullying among medical students at a Middle Eastern university, finding it affects their wellbeing and learning, with classmates being the main perpetrators.

## Contribution

The study provides baseline evidence on bullying in medical education in a Middle Eastern context and identifies potential factors and consequences.

## Key findings

- Bullying prevalence was 11.5% among medical students.
- Verbal bullying by classmates was most common in classroom settings.
- Bullying was linked to disengagement and low mood in students.

## Abstract

Bullying in medical education negatively affects student wellbeing, learning engagement, and the educational climate. This study examined the prevalence, forms, impacts, and associated factors of bullying among medical students at a Middle Eastern university.

A cross-sectional online survey was conducted among 288 medical students between October and December 2024 using a validated questionnaire capturing sociodemographic characteristics and bullying experiences. Descriptive statistics, chi-square tests with Benjamini–Hochberg correction, and binary logistic regression were applied.

Bullying prevalence was 11.5% (95% CI: 8.0–15.7). Classmates were the most frequently reported perpetrators (87.9%), and verbal bullying was the predominant form (90.9%), most commonly occurring in classroom settings. Appearance and personal characteristics were commonly cited perceived triggers. Reported consequences included disengagement from learning activities (42.4%) and low mood (30.3%). Logistic regression indicated a potential association between personal mobile data use and bullying exposure (OR = 0.387, 95% CI: 0.159–0.944, p = 0.04).

Although prevalence was relatively modest, the findings highlight bullying as a concern for educational quality and student wellbeing. The study provides baseline evidence to inform institutional prevention strategies, reporting mechanisms, and support initiatives aimed at providing safer and more inclusive learning environments in medical education.