通过利用自决理论促进医学学生的动力和减少压力 - - 在实践精神病学课程中进行的一项随机对照试验
Nina Triebner1, Franziska Sonnauer1, Miriam Rauch2
1Department of Psychiatry and Psychotherapy, Friedrich-Alexander-Universität Erlangen-Nürnberg, Schwabachanlage 6, 91054, Erlangen, Germany.
基于自决理论 (SDT) 的创新教学方法通过增强内在动机,成功地减少了医学学生的压力. 然而,仅仅是积极的反可能会对考试成绩产生负面影响.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 心理健康 心理健康
背景情况:
- 医学学生面临着巨大的压力和心理健康挑战.
- 学生的动机 (自主和受控制) 与幸福感有关.
- 当前的教育框架可能无法充分支持学生的心理健康.
研究的目的:
- 评估基于自决理论 (SDT) 的创新教学概念.
- 确定基于SDT的教学是否提高了医学学生的动机,并减少了压力.
- 为医学学生提供更健康的学习环境.
主要方法:
- 一项随机对照试验 (RCT) 将一种新的教学概念与精神病学课程中的传统概念进行了比较.
- 干预组 (n=73) 经历了通过团队建设,积极反和任务选择来增强自主性,能力和相关性.
- 通过问卷 (课前/课后) 和考试结果收集的数据使用t测试,回归,调解和HLM进行分析.
主要成果:
- 基于SDT的教学组显示了增加的内在动机 (d=0.41,p=.019) 和感知到的自主性 (d=0.33,p=.048).
- 此组还报告了显著降低的压力水平 (d=-0.55,p=.003) 和控制调节的减少 (d=-0.36,p=.033).
- 动机变化有助于减轻压力,但考试成绩较低,可能是由于缺乏关键反.
结论:
- 基于SDT的教学通过提高内在动机,有效地减少了医学学生的压力.
- 虽然对心理健康有益,但仅仅是积极的反可能会阻碍学业成绩.
- 优化教育策略以培养动力和减少压力对于医学学生的心理健康至关重要.
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