医学生早期的倦怠:经验,驱动因素和基于反思的干预措施的感知价值
Mabel Prendergast1, Alexandra M Cardoso Pinto2, Christopher-James Harvey3
1School of Medicine, Imperial College London, London, UK. mabel.prendergast18@imperial.ac.uk.
BMC medical education
|January 3, 2024
概括
医学学生经历燃烧,以疲劳和缺乏动力为特征. 基于反思的干预改善了他们对倦怠的认识和管理策略,突出了课程层面变革的必要性.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 学生福利 学生福利
背景情况:
- 倦怠症候群,定义为对未经管理的慢性工作相关压力的反应,在医学学生中越来越普遍.
- 它会对学业参与,心理健康产生负面影响,并可能导致课程退学.
研究的目的:
- 为了探索早期医学学生的倦怠经历.
- 评估基于反思的干预措施在提高倦怠意识和管理方面的有效性.
主要方法:
- 一个以反思为基础的干预,包括两个关于倦怠的教程,被整合到医学课程中.
- 学生们匿名完成了三次的Shirom-Melamed Burnout 测量 (SMBM) 和自由文本答案.
- 进行了在线聚焦小组,以探索倦怠经验和干预价值.
主要成果:
- 在整个学年中,倦怠得分各不相同,身体和认知疲劳比情绪疲劳更为突出.
- 干预促使学生识别倦怠症状,并考虑管理策略.
- 学生们希望更多的基于课程的关于预防倦怠的教育,并强调社区支持和可行的干预措施的重要性.
结论:
- 二年级医学学生表现出倦怠症状,包括疲和动机下降.
- 基于反思的干预有效地改善了学生对倦怠的感知和意识.
- 解决倦怠的系统驱动因素需要课程层面的变化,而干预措施可以更广泛地实施.
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