教育资源与儿科研究员的心理健康态度和自我报告的能力之间的关联
Cori Green1, JoAnna K Leyenaar2, Laurel K Leslie3
1Weill Cornell Medicine (C Green), New York, NY.
Academic pediatrics
|July 31, 2023
概括
获得心理健康 (MH) 教育资源的儿科研究员报告说,他们对解决慢性病症儿童 (CCMC) 的MH问题有更大的兴趣,责任和能力. 对这些资源的投资可以提高奖学员的技能.
科学领域:
- 儿科医学教育 儿科医学教育
- 心理健康服务研究 心理健康服务研究
- 儿童健康的结果.
背景情况:
- 患有慢性病症 (CCMC) 的儿童表现出很高的精神健康 (MH) 状况.
- 在CCMC中评估和管理MH问题方面的学员培训至关重要,但可能不足.
- 在奖学金期间现有的MH教育资源是可变的.
研究的目的:
- 检查儿科子专业奖学金期间MH教育资源的可用性与研究员的兴趣,感知责任和自我报告的能力之间的关联.
- 确定特定的MH教育资源,影响研究员的准备.
- 为儿童病学研究员提供改进的MH培训课程的开发提供信息.
主要方法:
- 对2020年2月参加美国儿科委员会培训考试的子专科研究员进行了调查.
- 使用后勤回归分析来评估MH教育资源与依赖变量之间的关系,控制共变量.
- 分析了3870名研究员的数据.
主要成果:
- 获得正式的MH教学课程,现场的MH专业人员,与MH专家的共同评估和绩效评估都与自我报告的能力有积极联系.
- 观察到一种剂量-反应关系,研究员报告了所有四种资源,显示出明显更高的兴趣,感知到的责任和能力.
- 对于高兴趣,责任和能力的几率比率在2.20到4.38之间,当将所有资源的研究员与没有资源的研究员进行比较时.
结论:
- 奖学金期间MH教育资源的可用性与儿科研究员的兴趣,责任感和自我报告能力的增加显著相关.
- 建议投资全面的MH教育资源,以提高奖学员在解决CCMC的情感和心理健康需求方面的技能.
- 加强培训可以导致更好地照顾患有慢性病症和同时出现精神健康问题的儿童.
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