医学院的增长思维支持的学习环境如何促进学生的福祉?
Zachary M Himmelberger1, Yoi Tibbetts1, Kenneth E Barron1
1Motivate Lab.
概括
增长思维和感知教师具有增长思维显著提高医学学生的福祉,特别是对于边缘化的学生. 这项研究强调了医疗教育需要进行系统性变革,以促进福祉和预防倦怠.
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:
- 医生和医学学生的燃烧是一个重大问题.
- 增长思维与学业成绩的提高有关.
- 了解影响医学学生幸福感的因素至关重要.
研究的目的:
- 研究成长思维对医学学生幸福感的影响.
- 检查感知教练成长思维方式的作用.
- 确定潜在的干预措施,以提高医学学生的福祉.
主要方法:
- 对4,180名 osteopathic 医学学生进行了调查.
- 评估学生的人口统计,经验和实践计划.
- 衡量自我报告的成长心态,感知教练的成长心态,勃发展,弹性,倦怠和心理症状.
主要成果:
- 学生成长思维和感知教师成长思维都预测了医学学生的幸福感.
- 这些影响在来自历史边缘化背景的学生中最为明显.
- 增长思维干预措施可能对多样化的学生群体特别有益.
结论:
- 针对医学学生的成长思维方式可以是一个积极的方法,以防止职业倦怠.
- 系统性变化,包括增长思维支持教学,对于改善学生福祉至关重要.
- 需要进一步的研究,包括因果分析,以确认增长思维环境的长期影响.
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