医学教育期间医生的情绪意识和情绪调节培训:一个系统的范围审查协议
Anna Adelheid Lange1,2, Raphaël Bonvin3, Sissel Guttormsen4
1Institute of Social Preventive Medicine (ISPM), University of Bern, Bern, Switzerland anna.lange@unibe.ch.
BMJ open
|May 16, 2024
概括
本综述确定了医疗教育方法,用于向学生教授情绪识别和管理技能. 它强调了当前课程中关于医生在临床环境中的自身情感福祉的差距.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 临床实践 临床实践
背景情况:
- 情绪是临床护理的组成部分,影响医生与患者的互动.
- 医学学生需要培训,以识别和管理在临床接触期间引起的情绪.
- 正式的医学教育中存在一个关于医生的自我意识和情绪调节的差距.
研究的目的:
- 系统地范围和确定医疗教育课程中现有的方法,以教导医学学生情绪识别和管理技能.
- 解决医学生在临床环境中识别和管理自己的情绪方面的培训缺口.
主要方法:
- 根据最新的JBI方法和PRISMA-ScR指南进行系统范围审查.
- 在五个数据库和灰色文献中进行全面的搜索策略,包括参考列表检查.
- 两个独立的审稿人将对相关出版物的标题,摘要和全文进行选.
主要成果:
- 确定了医学教育中用于情绪意识和调节训练的各种教学方法和材料.
- 预计将有关于这些方法的有效性和实施的数据.
- 审查将绘制医疗培训这一专业领域当前实践的格局.
结论:
- 这些发现将为医学学生制定和实施有针对性的培训计划提供信息.
- 这项研究旨在通过更好地准备未来的医生来提高医学教育,以便在临床实践中管理他们的情绪.
- 结果将指导未来的研究工作,重点关注医生福祉和有效的患者护理.
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