医学学生对抑郁症的概念化及其在医学教育期间的差异
Santi Arana-Ballestar1, Ricardo Campos-Ródenas2, Beatriz Olaya3,4
1Centro de Salud Parque Goya, 50018 Zaragoza, Aragón, Spain.
Epidemiologia (Basel, Switzerland)
|September 23, 2024
概括
医学学生对抑郁症持有复杂的观点,晚年对精神动力学模型的支持较少,对生物学和行为理解的信心增加. 这影响了他们对心理健康的态度.
科学领域:
- 精神病学是一个精神病学.
- 医学教育 医学教育
- 心理健康研究 心理健康研究
背景情况:
- 包括抑郁症在内的精神障碍的定义和概念化是复杂的,并影响临床实践和研究.
- 了解医学学生如何概念化抑郁症对于有效的心理健康培训至关重要.
研究的目的:
- 探索医学学生对抑郁症的概念化.
- 通过学年来识别这些概念化的差异.
主要方法:
- 通过双重翻译和逆向翻译将莫德斯利态度调查问卷改编成西班牙语.
- 向萨拉戈萨大学 (n=222) 的医学学生和最近的毕业生进行了在线问卷调查.
- 分析了使用ANOVA的数据,比较学年概念化.
主要成果:
- 社会现实主义者,行为,生物学,认知和精神动力学模型最常被认可.
- 后期学年学生对精神动力学和虚无主义模型的认可较少.
- 晚年学生报告说,他们对理解抑郁症及其生物,认知和行为模型的信心更高.
结论:
- 医学学生对抑郁症的概念化是多方面的.
- 虽然在过去的几年中通常是一致的,但以后的学术进步与减少的精神动力学模型支持和对核心精神病学模型的信心增加有关.
- 这表明在医学培训期间,人们对精神病学概念的理解和信心在不断发展.
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