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Suliman S, Allen M, Chivese T, de Rijk AE, Koopmans R, Könings KD. Is medical training solely to blame? Generational influences on the mental health of our medical trainees. MEDICAL EDUCATION ONLINE 2024; 29:2329404. [PMID: 38488138 PMCID: PMC10946265 DOI: 10.1080/10872981.2024.2329404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2023] [Accepted: 03/07/2024] [Indexed: 03/19/2024]
Abstract
INTRODUCTION The negative impact of medical training on trainee mental health continues to be a concern. Situated within a sociocultural milieu, Generation Z and Generation Y, defined by their highly involved parents and the widespread use of technology, currently dominate undergraduate and graduate medical education respectively. It is necessary to explore medical trainees' generational characteristics and job-related factors related to stress, burnout, depression, and resilience. This might provide different perspectives and potential solutions to medical trainees' mental health. METHODS A cross-sectional study was conducted among medical trainees (students and residents) from two institutions in Qatar. A self-administered online survey included measures for trainees' social media overuse, their parent's parenting style, the educational support by the clinical teacher, job (demands, control, and support), and work-life balance and their relation with their stress, burnout, depression, and resilience. Relationships were tested with multiple linear regression analyses. RESULTS Of the 326 medical trainees who responded, 142 (44%) trainees - 93 students and 49 residents - completed all items and were included in the analysis. Social media overuse and inability to maintain a work-life balance were associated with higher levels of stress, depression, and student burnout. Higher levels of job support were associated with lower levels of stress, depression, and resident burnout, and a higher level of resilience. Job control was associated with lower burnout levels. Parenting style was unrelated to trainees' mental health. DISCUSSION The two generations 'Y' and 'Z' dominating current medical training showed more stress-related complaints when there is evidence of social media overuse and failure to maintain a work-life balance, while job support counterbalances this, whereas parenting style showed no effect. Measures to enhance medical trainees' mental health may include education about the wise use of social media, encouraging spending more quality social time, and enhancing job support and job control.
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Affiliation(s)
- Shireen Suliman
- Medical Education, Hamad Medical Corporation, Doha, Qatar
- College of Medicine, QU Health, Qatar University, Doha, Qatar
- Medicine, Weill Cornell Medicine-Qatar, Doha, Qatar
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Margaret Allen
- Medical Education, Hamad Medical Corporation, Doha, Qatar
| | - Tawanda Chivese
- Department of Population Medicine, Qatar University, Doha, Qatar
| | - Angelique E. de Rijk
- Department of Social Medicine, Care and Public Health Research Institute (CAPHRI), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Richard Koopmans
- Internal Medicine, Maastricht University Medical Center+, Maastricht, The Netherlands
| | - Karen D. Könings
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
- School of Health Sciences, University of East Anglia, Norwich, UK
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Suliman S, Allen M, Al-Moslih A, Carr A, Koopmans R, Könings KD. Achieving 'something that everybody has invested in': perspectives of diverse stakeholders during co-creation of a transition to residency curriculum. BMC MEDICAL EDUCATION 2024; 24:650. [PMID: 38862956 PMCID: PMC11167939 DOI: 10.1186/s12909-024-05573-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 05/17/2024] [Indexed: 06/13/2024]
Abstract
Co-creation of education within the context of student inclusion alongside diverse stakeholders merits exploration. We studied the perspectives of students and teachers from different institutions who participated in co-creating a transition to residency curriculum. We conducted post-hoc in-depth interviews with 16 participants: final-year medical students, undergraduate, and postgraduate medical education stakeholders who were involved in the co-creation sessions. Findings build on the Framework of Stakeholders' Involvement in Co-creation and identify the four key components of co-creation with diverse faculty: immersion in positive feelings of inclusivity and appreciation, exchange of knowledge, engagement in a state of reflection and analysis, and translation of co-creation dialogues into intended outcomes. Despite power dynamics, participants valued open communication, constructive feedback, mutual respect, and effective moderation. The study broadened our understanding of the co-creation process in diverse stakeholder settings. Incorporating key elements in the presence of power relations can enrich co-creation by leveraging wider expertise.
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Affiliation(s)
- Shireen Suliman
- Medical Education, Hamad Medical Corporation, Doha, Qatar.
- College of Medicine, QU Health, Qatar University, Doha, Qatar.
- Medicine, Weill Cornell Medicine Qatar, Doha, Qatar.
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands.
| | - Margaret Allen
- Medical Education Department, Hamad Medical Corporation, Doha, Qatar
| | - Ayad Al-Moslih
- Disaster Medicine, University of Central Lancashire, Preston, England
| | - Alison Carr
- College of Medicine, QU Health, Qatar University, Doha, Qatar
- School of Medicine and Dentistry, University of Central Lancashire, Preston, England
| | - Richard Koopmans
- Internal Medicine, Maastricht University Medical Center+, Maastricht, The Netherlands
| | - Karen D Könings
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
- School of Health Sciences, University of East Anglia, Norwich, UK
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Iqbal MZ, Suliman S, Al-Bualy R, Beuken JA, Rainkie DC, Susilo AP, Verheijden MJH, Whittingham JRD, Könings KD. Twelve tips to virtually operationalize co-creation of educational design. MEDICAL TEACHER 2024:1-6. [PMID: 38489501 DOI: 10.1080/0142159x.2024.2327483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 03/04/2024] [Indexed: 03/17/2024]
Abstract
Co-creation is the active involvement of all stakeholders, including students, in educational design processes to improve the quality of education by embodying inclusivity, transparency and empowerment. Virtual co-creation has the potential to expand the utility of co-creation as an inclusive approach by overcoming challenges regarding the practicality and availability of stakeholders, typically experienced in face-to-face co-creation. Drawing from the literature and our experiences of virtual co-creation activities in different educational contexts, this twelve tips paper provides guidelines on how to effectively operationalize co-creation in a virtual setting. Our proposed three-phased approach (preparation, conduction, follow-up) might help those aiming to virtually co-create courses and programs by involving stakeholders beyond institutes and across borders.
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Affiliation(s)
| | - Shireen Suliman
- Medicine Department, Hamad Medical Corporation, Doha, Qatar
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Raghdah Al-Bualy
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
- Graduate Medical Education Department, Oman Medical Specialty Board, Muscat, Sultanate of Oman
| | - Juliëtte Anna Beuken
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Daniel C Rainkie
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
- College of Pharmacy, Faculty of Health, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Astrid Pratidina Susilo
- Department of Medical Education and Bioethics, Faculty of Medicine, Universitas Surabaya, Surabaya, Indonesia
| | - Michelle J H Verheijden
- Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), School of Health Professions Educations, Maastricht University, Maastricht, The Netherlands
| | | | - Karen D Könings
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- School of Health Sciences, University of East Anglia, East Anglia, UK
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Spicer JO, Ujunwa KC, Witt LS, Meka J, Gooding HC. Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study. MEDICAL TEACHER 2023; 45:1380-1386. [PMID: 37270765 PMCID: PMC11002966 DOI: 10.1080/0142159x.2023.2218537] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
PURPOSE Applying effective learning strategies to address knowledge gaps is a critical skill for lifelong learning, yet prior studies demonstrate that medical students use ineffective study habits. METHODS To address this issue, the authors created and integrated study resources aligned with evidence-based learning strategies into a medical school course. Pre-/post-course surveys measured changes in students' knowledge and use of evidence-based learning strategies. Eleven in-depth interviews subsequently explored the impact of the learning resources on students' study habits. RESULTS Of 139 students, 43 and 66 completed the pre- and post-course surveys, respectively. Students' knowledge of evidence-based learning strategies was unchanged; however, median time spent using flashcards (15% to 50%, p < .001) and questions (10% to 20%, p = .0067) increased while time spent creating lecture notes (20% to 0%, p = .003) and re-reading notes (10% to 0%, p = .009) decreased. In interviews, students described four ways their habits changed: increased use of active learning techniques, decreased time spent creating learning resources, reviewing content multiple times throughout the course, and increased use of study techniques synthesizing course content. CONCLUSION Incorporating evidence-based study resources into the course increased students' use of effective learning techniques, suggesting this may be more effective than simply teaching about evidence-based learning.
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Affiliation(s)
- Jennifer O. Spicer
- Department of Medicine, Emory University School of Medicine, Atlanta, GA, USA
| | - Katherine C. Ujunwa
- Department of Global Health, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Lucy S. Witt
- Department of Medicine, Emory University School of Medicine, Atlanta, GA, USA
| | - Jennifer Meka
- Department of Medicine, Jacobs School of Medicine and Biomedical Sciences, Buffalo, NY, USA
| | - Holly C. Gooding
- Department of Pediatrics, Emory University School of Medicine, Atlanta, GA, USA
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Suliman S, Iqbal MZ, Könings KD. It is not about the destination but the journey: A dive into student-staff partnership processes. MEDICAL TEACHER 2023; 45:1318-1322. [PMID: 37141394 DOI: 10.1080/0142159x.2023.2206538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Student-staff partnership advocates the active involvement of students' voices in the design of education. Although the concept of student-staff partnership is rapidly gaining momentum in health professions education, the current practices are more outcome-focused and pay less attention to the partnership process itself. Students' involvement in most of the claimed partnerships has been viewed as input information to the educational design process rather than inviting them to the more pronounced role as partners. In this commentary, we elaborate on different levels of students' involvement in educational design, before highlighting the possible dynamics between students and staff in partnership. We propose five key features of dynamics involved in the process of real student-staff partnerships and a Process-Outcome Model for Student-staff Partnership. We advocate that moving beyond outcomes and diving deeper into the partnership processes is the way forward to establishing true student-staff partnerships.
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Affiliation(s)
- Shireen Suliman
- Medicine Department, Hamad Medical Corporation, Doha, Qatar
- Medicine, Weill Cornell Medicine, Doha, Qatar
- College of Medicine, Qatar University, Doha, Qatar
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | | | - Karen D Könings
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
- School of Health Sciences, University of East Anglia, Norwich, UK
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