医生助理学生的工作参与,抑郁,焦虑和COVID-19焦虑之间的关系
Sydney N Pepper1, Emily T Farrell2, Robin M Dawson3
1Arnold School of Public Health, University of South Carolina, Columbia, SC, USA.
Psychological reports
|November 15, 2024
概括
患有焦虑和抑郁症的医生助理 (PA) 学生表现出较低的工作参与度. 在PA教育中早期识别心理健康问题对于提高学生的性和学业成功至关重要.
科学领域:
- 医学教育 医学教育
- 心理健康 心理健康
- 医生助理研究 医生助理研究
背景情况:
- 医生助理 (PA) 学生面临着严重的倦怠,抑郁症状和焦虑.
- 这些心理健康挑战可能会对患者护理质量和结果产生负面影响.
- 在PA课程中解决压力可能会提高学生的成功和参与度.
研究的目的:
- 在当前的PA学生中描述倦怠,抑郁症状和焦虑.
- 检查这些心理健康因素与PA学生的工作参与之间的关系.
主要方法:
- 在北卡罗来纳州和南卡罗来纳州的18个项目中对42名PA学生进行了横截面调查.
- 使用了乌得勒支工作参与度量表 (UWES-17),患者健康问卷 (PHQ-2),一般焦虑障碍量表 (GAD-7) 和COVID-19焦虑量表 (CIAS).
- 经过调整的线性回归分析了心理健康得分和UWES-17分级 (活力,奉献,吸收) 之间的关联.
主要成果:
- 增加的一般焦虑障碍 (GAD-7) 评分与减少的活力和奉献力相关.
- 患者健康问卷 (PHQ-2) 得分升高与活力下降有关.
- 在COVID-19焦虑量表 (CIAS) 和工作参与次量表之间没有发现显著的关联.
结论:
- 早期识别PA学生的心理健康状况下降对于提高性,热情和集中度至关重要.
- 改善心理健康可能会增加PA学生的学术和专业参与.
- 需要进一步的研究,以确定有效的干预措施,以促进参与PA教育.
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