压力的积极和消极后果及其与医学学生应对的关系:一种定性研究
Amy Elizabeth Manley1, Lucy Biddle1,2, Jelena Savović1,2
1Population Health Sciences, University of Bristol, Bristol, UK.
Medical teacher
|April 9, 2024
概括
当培训威胁到自我认知或目标时,医学学生会经历痛苦. 适度的压力可以建立弹性,而大学的策略应该支持应对资源,并尽量减少不必要的压力因素.
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:
- 医学学生中精神健康问题的高率需要压力减轻策略.
- 压力是临床工作的一个固有的方面,可以成为一个激励因素.
研究的目的:
- 为了探索医学学生的压力体验的性质.
- 了解医学生如何应对和应对这些经历.
主要方法:
- 使用深度采访进行的定性研究.
- 针对15名医学学生进行了有目的的抽样.
主要成果:
- 痛苦源于对自我认知,目标,应对机制或过去创伤性事件的威胁.
- 适度的压力可以增强动力和建立性.
- 应对策略 (社会支持,活动,运动) 是根据可用性,可接受性和过去的成功而选择的.
- 高度的痛苦,低自尊和具有挑战性的课程因素 (例如,远程安置) 阻碍了应对.
- 将压力因素视为无法控制的因素会增加压力和避免.
结论:
- 大学的干预措施应该平衡压力减轻与培养性.
- 策略应该增强学生的应对资源,并尽量减少可避免的压力因素.
- 了解压力感知的细微差别对于支持医学学生福祉至关重要.
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