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van den Eertwegh V, Stalmeijer RE. How do peer group reflection meetings support medical students' learning and personal development during clinical rotations? BMC MEDICAL EDUCATION 2023; 23:499. [PMID: 37415146 DOI: 10.1186/s12909-023-04481-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 06/28/2023] [Indexed: 07/08/2023]
Abstract
BACKGROUND Medical schools look to support students in coping with challenges and stressors related to clinical rotations. One potential approach is implementing Intervision Meetings (IM): a peer group reflection method during which students address challenging situations and personal development issues with peers, guided by a coach. Its implementation and perceived effectiveness in undergraduate medical education has however not yet been widely studied and described. This study evaluates how students perceive the effect of a three-year IM-programme during their clinical rotations, and explores which processes and specific factors support students' personal development and learning during clinical rotations. METHODS Using an explanatory Mixed Methodology, medical students participating in IM were asked to evaluate their experiences through a questionnaire at three time points. Questionnaire results were further explored through three focus groups. Data were analysed using descriptive statistics and thematic analysis. RESULTS Three hundred fifty seven questionnaires were filled out by students across the three time points. Students perceived IM to contribute to their ability to cope with challenging situations during clinical rotations. Participants in the focus groups described how IM created an increase in self-awareness by active self-reflection supported by peers and the coach. Sharing and recognizing each other's' situations, stories or problems; as well as hearing alternative ways of coping, helped students to put things into perspective and try out alternative ways of thinking or behaving. CONCLUSIONS IM can help students to better deal with stressors during clinical rotations and approach challenges as learning opportunities under the right circumstances. It is a potential method medical schools can use to aid their students on their journey of personal and professional development.
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Affiliation(s)
- Valerie van den Eertwegh
- Researcher and Trainer in Communication and Behavioral Change Programs at the Skillslab Department, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 5, Maastricht, 6229 ES, the Netherlands.
| | - Renée E Stalmeijer
- School of Health Professions Education and Chair of Taskforce Program Evaluation, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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Dai P, Yi G, Qian D, Wu Z, Fu M, Peng H. Social Support Mediates the Relationship Between Coping Styles and the Mental Health of Medical Students. Psychol Res Behav Manag 2023; 16:1299-1313. [PMID: 37155482 PMCID: PMC10122993 DOI: 10.2147/prbm.s405580] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 03/23/2023] [Indexed: 05/10/2023] Open
Abstract
Purpose This study aimed to explore the impact that coping styles and social support have on the mental health of medical students by constructing a corresponding structural situation model that reveals the complex relationship between these three factors. In doing so, it seeks to help medication students better manage mental health problems. Patients and Methods The online study was conducted between March 6, 2021 and May 6, 2021. A total of 318 participants from multiple medical schools were involved. The general information questionnaire, simple coping style questionnaire (SCSQ), perceived social support scale (PSSS) and symptom checklist 90 (SCL-90) were used to collect relevant information from the subjects by snowball sampling. An independent t-test, ANOVA, Pearson correlation coefficient analysis, and intermediary effect analysis were all used to analyze the relevant data and construct the structural equation model. Results There was a significant difference in SCL-90 between medical students and national college students (1.78±0.70, P < 0.001), and the positive rate of mental health status was as high as 40.3%. Sleep quality, regular diet, and positive coping style were positively correlated with mental health (P < 0.01), while negative coping styles and total scores of coping style as well as family, friends, and other sources of social support and total scores of social support were negatively correlated with mental health problems (P < 0.01). Positive and negative coping styles have an impact on mental health through the mediating effect of between social support and coping styles, as well as in the direct pathway. Conclusion The mental health status of medical students was significantly poor. Medical schools should thus pay close attention to the mental health status of students and encourage them to develop healthy living habits, optimize coping styles, and establish stable sources of social support to improve their psychological wellbeing.
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Affiliation(s)
- Peilin Dai
- School of Nursing, Hunan University of Medicine, Huaihua, Hunan, People’s Republic of China
- The Second School of Clinical Medicine, Southern Medical University, Guangzhou, People’s Republic of China
| | - Guoguo Yi
- Department of Ophthalmology, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou, People’s Republic of China
- Biomedical Innovation Center, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou, People's Republic of China
| | - Dandan Qian
- Department of Clinical Skills Training Center, Zhujiang Hospital, Southern Medical University, Guangzhou, People’s Republic of China
| | - Zhe Wu
- The Second School of Clinical Medicine, Southern Medical University, Guangzhou, People’s Republic of China
| | - Min Fu
- Department of Ophthalmology, Zhujiang Hospital of Southern Medical University, Guangzhou, People’s Republic of China
- Correspondence: Min Fu, Department of Ophthalmology, Zhujiang Hospital of Southern Medical University, No. 253, Industrial Avenue Middle, Haizhu, Guangzhou, People’s Republic of China, Tel +86 18665621066, Email
| | - Hui Peng
- School of Nursing, Hunan University of Medicine, Huaihua, Hunan, People’s Republic of China
- Hui Peng, School of Nursing, Hunan University of Medicine, No. 492, Jinxi South Road, Huaihua, Hunan, People’s Republic of China, Email
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Broks VMA, Stegers-Jager KM, van der Waal J, van den Broek WW, Woltman AM. Medical students' crisis-induced stress and the association with social support. PLoS One 2022; 17:e0278577. [PMID: 36454995 PMCID: PMC9714810 DOI: 10.1371/journal.pone.0278577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 11/20/2022] [Indexed: 12/05/2022] Open
Abstract
BACKGROUND Medical schools are challenged to guard student wellbeing given the potential negative impact of the COVID-19 outbreak combined with an already high prevalence of mental distress. Although social support is generally associated with less crisis-induced stress, it is unknown whether this applies to medical students during the COVID-19 outbreak. OBJECTIVES The impact of the COVID-19 outbreak on perceived stress of medical students was assessed by comparing their perceived stress levels during the outbreak to both their own baseline and the previous cohort's pre-COVID-19 stress levels. Then, the association between social support and stress during the COVID-19 outbreak was assessed. METHODS Dutch Year-1 medical students of cohort 2019 (n = 99) completed the 14-item Perceived Stress Scale (PSS-14) at two time points: baseline (pre-COVID-19) and final measurement (COVID-19). Social support-emotional-informational support and club membership-was assessed during the final measurement. PSS and social support scores were compared to similar measurements of cohort 2018 (n = 196). Students' baseline stress levels, gender, and study performance were controlled for when comparing final stress levels. RESULTS In cohort 2018 (pre-COVID-19), students' perceived stress levels did not differ significantly between the baseline and final measurements. Additionally, baseline stress levels of the two cohorts (2018 and 2019) were not found to be significantly different. Cohort 2019's final stress levels (COVID-19) were significantly higher compared to their baseline stress levels (paired t-test: t = 6.07, p < .001) and cohort 2018's final stress levels (linear regression: B = 4.186, p < .001). Only during the COVID-19 outbreak higher social support levels-i.e., emotional-informational support (B = -0.75, p < .001) and club membership (B = -3.68, p < .01)-were associated with lower stress levels. CONCLUSIONS During the COVID-19 outbreak, medical students' perceived stress levels were higher-especially for students with lower social support levels. Our results suggest that medical schools should optimize social support to minimize crisis-induced stress.
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Affiliation(s)
- Vera M. A. Broks
- Institute of Medical Education Research Rotterdam, Erasmus MC University Medical Centre, Rotterdam, The Netherlands
| | - Karen M. Stegers-Jager
- Institute of Medical Education Research Rotterdam, Erasmus MC University Medical Centre, Rotterdam, The Netherlands
| | - Jeroen van der Waal
- Department of Public Administration and Sociology, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Walter W. van den Broek
- Institute of Medical Education Research Rotterdam, Erasmus MC University Medical Centre, Rotterdam, The Netherlands
| | - Andrea M. Woltman
- Institute of Medical Education Research Rotterdam, Erasmus MC University Medical Centre, Rotterdam, The Netherlands
- * E-mail:
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Berliant M, Rahman N, Mattice C, Bhatt C, Haykal KA. -Barriers faced by medical students in seeking mental healthcare: A scoping review. MEDEDPUBLISH 2022; 12:70. [PMID: 37435431 PMCID: PMC10331850 DOI: 10.12688/mep.19115.1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/07/2022] [Indexed: 09/22/2024] Open
Abstract
Background: Medical students commonly exhibit mental health issues. Despite the availability of professionals on medical campuses, seeking help continues to be a challenge for some students. Our review aimed to identify the barriers medical students face when seeking professional mental healthcare. Methods: A Medical Subject Headings (MeSH) search was created for articles using PubMed, Embase, and PsychINFO databases to identify articles specifically about medical students and their barriers to professional mental healthcare. Inclusion criteria included articles in which barriers to mental healthcare were either the primary variable or one of multiple study results. No date limits were imposed. Reviews, pilot projects, or articles that did not address barriers to mental healthcare faced by medical students or focused on veterinary or dental students were excluded. A total of 454 articles were identified and screened by title/abstract and then full text. Data were extracted from 33 articles using an independent framework. Barriers identified were compiled and reported. Results: From a total of 33 articles, the most identified barriers were fear of negative effect on residency/career opportunities, fear of confidentiality breach, stigma and fear of shaming from peers, lack of perceived seriousness/normalization of symptoms, lack of time, and fear of documentation on academic record. Students also preferred to seek care outside of their institution from fear of their provider being an academic preceptor. Conclusions: Many of the barriers to mental healthcare faced by medical students relate to a fear of academic and career reprisal, and fear of confidentiality breach. It appears that despite recent efforts to decrease stigma surrounding mental illness, many medical students struggle to seek appropriate support. Access to mental healthcare can be improved by increasing transparency regarding what information will be displayed on academic records, dispelling common myths about mental healthcare, and increasing awareness about resources available for medical students.
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Affiliation(s)
- Maria Berliant
- The Ottawa Hospital, University of Ottawa, Ottawa, Ontario, K1H 8M5, Canada
| | - Nabiha Rahman
- The Ottawa Hospital, University of Ottawa, Ottawa, Ontario, K1H 8M5, Canada
| | | | - Chirayu Bhatt
- The Ottawa Hospital, University of Ottawa, Ottawa, Ontario, K1H 8M5, Canada
| | - Kay-Anne Haykal
- Family Medicine, University of Ottawa, Ottawa, Ontario, K1H 8M5, Canada
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Schutt A, Chretien KC, Woodruff JN, Press VG, Vela M, Lee WW. National Survey of Wellness Programs in U.S. and Canadian Medical Schools. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:728-735. [PMID: 33538474 DOI: 10.1097/acm.0000000000003953] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE To describe the prevalence and scope of wellness programs at U.S. and Canadian medical schools. METHOD In July 2019, the authors surveyed 159 U.S. and Canadian medical schools regarding the prevalence, structure, and scope of their wellness programs. They inquired about the scope of programming, mental health initiatives, and evaluation strategies. RESULTS Of the 159 schools, 104 responded (65%). Ninety schools (93%, 90/97) had a formal wellness program, and across 75 schools, the mean full-time equivalent (FTE) support for leadership was 0.77 (standard deviation [SD] 0.76). The wellness budget did not correlate with school type or size (respectively, P = .24 and P = .88). Most schools reported adequate preventative programming (62%, 53/85), reactive programming (86%, 73/85), and cultural programming (52%, 44/85), but most reported too little focus on structural programming (56%, 48/85). The most commonly reported barrier was lack of financial support (52%, 45/86), followed by lack of administrative support (35%, 30/86). Most schools (65%, 55/84) reported in-house mental health professionals with dedicated time to see medical students; across 43 schools, overall mean FTE for mental health professions was 1.62 (SD 1.41) and mean FTE per student enrolled was 0.0024 (SD 0.0019). Most schools (62%, 52/84) evaluated their wellness programs; they used the Association of American Medical Colleges Graduation Questionnaire (83%, 43/52) and/or annual student surveys (62%, 32/52). The most commonly reported barrier to evaluation was lack of time (54%, 45/84), followed by lack of administrative support (43%, 36/84). CONCLUSIONS Wellness programs are widely established at U.S. and Canadian medical schools, and most focus on preventative and reactive programming, as opposed to structural programming. Rigorous evaluation of the effectiveness of programs on student well-being is needed to inform resource allocation and program development. Schools should ensure adequate financial and administrative support to promote students' well-being and success.
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Affiliation(s)
- Alison Schutt
- A. Schutt is a medical student, University of Chicago Pritzker School of Medicine, University of Chicago, Chicago, Illinois
| | - Katherine C Chretien
- K.C. Chretien is professor of medicine and associate dean, Student Affairs, The George Washington University School of Medicine and Health Sciences, Washington, DC
| | - James N Woodruff
- J.N. Woodruff is professor of medicine and dean of students, University of Chicago Pritzker School of Medicine, Chicago, Illinois
| | - Valerie G Press
- V.G. Press is associate professor, Department of Medicine, University of Chicago, Chicago, Illinois
| | - Monica Vela
- M. Vela is professor of medicine and associate dean, Multicultural Affairs, University of Chicago Pritzker School of Medicine, Chicago, Illinois
| | - Wei Wei Lee
- W.W. Lee is associate professor of medicine and associate dean, Professional Development and Engagement, University of Chicago Pritzker School of Medicine, Chicago, Illinois; ORCID: http://orcid.org/0000-0002-7694-1304
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