1
|
Du Y, Qiao L, Dong L, Wan C, Yang X, Liu H, Liu HM. The relationship between self-efficacy, resilience, and job burnout in pediatric residents: a cross-sectional study in Western China. BMC MEDICAL EDUCATION 2024; 24:787. [PMID: 39044219 PMCID: PMC11264473 DOI: 10.1186/s12909-024-05700-y] [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] [Received: 12/07/2023] [Accepted: 06/24/2024] [Indexed: 07/25/2024]
Abstract
BACKGROUND Burnout is prevalent among pediatric residents. Self-efficacy and resilience, as concepts of positive psychology, may be protective factors for burnout. However, no current data demonstrates the mechanism of their interaction. OBJECTIVES To investigate the pediatric residents' status of self-efficacy, resilience, and job burnout in a university-affiliated hospital in western China. To explore relationships among them, especially the mediating effects of resilience. METHODS The study was conducted with 190 pediatric residents from an A-Class women's and children's hospital in western China. Data included demographic characteristics, status of pediatric residents, measures of burnout (using the Physicians' Career Burnout Questionnaire), self-efficacy (using the General Self-Efficacy Scale) and resilience (using the Connor-Davidson Resilience Scale). Multiple regression analysis and mediation analysis with bootstrapping were used to identify whether resilience mediates the relationship between self-efficacy and burnout. RESULTS Female pediatric residents exhibited significantly lower self-efficacy (t = 2.53, p<0.05) and higher levels of job burnout (t=-2.64, p<0.01) compared to male residents. Residents in the standardized training stage experienced higher levels of job burnout compared to those who had completed the training, as indicated by t-values of -3.21, -2.13, and - 2.80 (p<0.05). Significant correlations (p ≤ 0.01) were found among self-efficacy, resilience, and burnout. Additionally, our findings indicated that pediatric residents' self-efficacy can positively predict job burnout and its three dimensions through a major mediating effect of resilience. CONCLUSIONS The findings regarding the mediating effect of resilience on the influence of self-efficacy on burnout, and their association with gender and residency status, have practical implications for interventions aimed at reducing burnout and improving the well-being of pediatric residents.
Collapse
Affiliation(s)
- Yuxi Du
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China
- Pediatric Department, West China Second University Hospital, Sichuan University, Chengdu, China
| | - Lina Qiao
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China
- Pediatric Department, West China Second University Hospital, Sichuan University, Chengdu, China
| | - Liqun Dong
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China
| | - Chaomin Wan
- Sichuan Children's Clinical Research Center, Chengdu, China
| | - Xue Yang
- Pediatric Department, West China Second University Hospital, Sichuan University, Chengdu, China
| | - Hanmin Liu
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China
| | - Han-Min Liu
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China.
- Sichuan Children's Clinical Research Center, Chengdu, China.
- President's Office, West China Second University Hospital, Sichuan University, Jinjiang District, Chengdu, Sichuan province, China.
- Pediatric Department, West China Second University Hospital, Sichuan University, Chengdu, China.
| |
Collapse
|
2
|
Wang K, Qian J. The Mediating and Moderating Role of Social-Emotional Skills in the Relationship between Sports Participation and Test Anxiety. Behav Sci (Basel) 2024; 14:512. [PMID: 38920844 PMCID: PMC11200375 DOI: 10.3390/bs14060512] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2024] [Revised: 06/12/2024] [Accepted: 06/18/2024] [Indexed: 06/27/2024] Open
Abstract
PURPOSE Test anxiety is a prevalent issue among adolescents, prompting a need for effective coping mechanisms. Participation in sports, which is gaining recognition for its crucial role in alleviating test anxiety, may be effective due to its association with social-emotional skills. Moreover, students with diverse levels of social-emotional skills not only experience enjoyment in sports differently but also perceive test anxiety uniquely, leading to varying interpretations of the relationships between them. Due to the lack of direct evidence, therefore, this study aimed to explore the intricate relationships among sports participation, test anxiety, and social-emotional skills. METHODS Utilizing OECD data from 61,010 participants across 10 locations, all variable measurements were collected through the Survey on Social and Emotional Skills (SSES). RESULTS The results indicated that social-emotional skills mediated and moderated the relationship between sports participation and test anxiety. However, only lower- and medium-level social-emotional skills significantly weakened the negative correlation between sports participation and test anxiety. CONCLUSION Social-emotional skills serve a dual function in the relationship between sports participation and test anxiety. Not only do they elucidate why sports participation can alleviate test anxiety, but they also act as regulators, moderating the extent of this alleviation. These findings provide valuable insights for educational interventions, underscoring the importance of sports participation and the cultivation of social-emotional skills in mitigating test anxiety.
Collapse
Affiliation(s)
| | - Jiali Qian
- Department of Physical Education, Shanghai Jiao Tong University, 210 Guangming Hall, NO. 800 Dongchuan Street, Minhang District, Shanghai 200240, China;
| |
Collapse
|
3
|
Wadi M, Shorbagi A, Shorbagi S, Taha MH, Bahri Yusoff MS. The impact of the Systematic Assessment for Resilience (SAR) framework on students' resilience, anxiety, depression, burnout, and academic-related stress: a quasi-experimental study. BMC MEDICAL EDUCATION 2024; 24:506. [PMID: 38715022 PMCID: PMC11077819 DOI: 10.1186/s12909-024-05444-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 04/18/2024] [Indexed: 05/12/2024]
Abstract
BACKGROUND Medical students face significant psychological stress, impacting their academic performance and well-being. The Systematic Assessment for Resilience (SAR) framework is designed to enhance resilience and mitigate stress among medical students, addressing the need for interventions within the assessment system in medical education. The aim of this study was to evaluate the implementation of SAR framework on medical students' resilience, anxiety, depression, burnout, and academic stress. METHODS This study employed a quasi-experimental design with pre- and post-testing. It involved the training of course coordinators in implementing the SAR framework and its integration into the daily learning activities. Fourth-year medical students were assessed before and after the intervention using standardized measures of resilience, anxiety, depression, burnout, and academic stress. Data were analyzed using quantitative methods and thematic analysis for qualitative feedback. RESULTS Post-intervention, students demonstrated a significant increase in resilience scores (p < 0.001) and a notable decrease in measures of anxiety, depression, and academic stress (p < 0.001). The burnout types were also statistically different (p < 0.001) except client-related burnout (p > 0.05). Qualitative feedback of the course coordinators highlighted an improved learning environment, increased coping strategies, and a more supportive academic culture. CONCLUSION The SAR framework significantly contributes to enhancing medical students' resilience and reducing psychological distress. Its implementation suggests a promising approach to fostering a supportive educational environment that not only addresses the psychological challenges faced by medical students but also enhances their academic performance and overall well-being. Further research is warranted to explore the long-term impacts of SAR across different medical education contexts.
Collapse
Affiliation(s)
- Majed Wadi
- Medical Education Department, College of Medicine, Qassim University, Buraydah, Saudi Arabia.
| | - Ali Shorbagi
- Department of Clinical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates.
| | - Sarra Shorbagi
- Department of Family and Community Medicine and Behavioral Science, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamed Hassan Taha
- College of Medicine and Medical Education Center, University of Sharjah, Sharjah, United Arab Emirates
| | - Muhamad Saiful Bahri Yusoff
- Medical Education Department, School of Medical Sciences, Universiti Sains Malaysia, Kubang Kerian, Malaysia
| |
Collapse
|
4
|
Kubrusly M, de Aquino BOA, Simonian TS, do Nascimento Oliveira M, Rocha HAL. Self-efficacy of medical students in a hybrid curriculum course (traditional and problem-based learning) and associated factors. BMC MEDICAL EDUCATION 2024; 24:9. [PMID: 38172851 PMCID: PMC10765688 DOI: 10.1186/s12909-023-05016-3] [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] [Received: 03/10/2023] [Accepted: 12/27/2023] [Indexed: 01/05/2024]
Abstract
Self-efficacy consists of the judgment of one's abilities to perform actions required to achieve a given performance, which has been considered predictive of performance. In academics, it means personal convictions in accomplishing a task to a defined degree of quality. Numerous studies have investigated medical students' self-efficacy in traditional and PBL curricula. However, few studies have addressed the hybrid PBL scenario (Hpbl) that simultaneously contemplates PBL, traditional teaching, and practical activities. An even smaller number have evaluated the factors associated with this entity. With these considerations, we aimed to investigate the self-efficacy belief in the hPBL curriculum and the factors associated with this entity. This quantitative observational cross-sectional study was held between August 2022 and November 2022 in Fortaleza, a city in Northeast Brazil with almost 3 million inhabitants. The medical course has 12 semesters. The first two semesters use traditional teaching and cover the basic cycle, followed by the third to eighth semesters which correspond to the pre-clinical and clinical cycle. From the third semester onwards, traditional teaching and PBL are used simultaneously, which we call a hybrid model of PBL. The scale "Scale of Self-efficacy in Higher Education" was applied, a questionnaire validated for the Portuguese language consisting of 34 questions, with answers on a Likert-type scale with ten points, divided into five dimensions. To verify the association between sociodemographic factors and self-efficacy, simple and multiple linear models with robust errors were used. In total, 412 students participated in this study, most of them women (70.1%). The average age of students was 22.9 years. All domains had medians greater than 8, which means strong self-efficacy. The following factors were associated with higher self-efficacy scores in general after the multivariate analysis: female gender (8.6 vs. 8.3, p-value = 0.014), working (8.8 vs. 8.5, p-value = 0.019) and participating in extracurricular activities (8.7 vs. 8.1, p-value = 0.019). We conclude that medical students studying in hybrid learning models showed strong levels of self-efficacy. In addition, participating in extracurricular activities was associated with higher self-efficacy scores and males presented lower levels of self-efficacy.
Collapse
Affiliation(s)
- Marcos Kubrusly
- Unichristus University Center, R. João Adolfo Gurgel, 133 - Cocó, 60190-180, Fortaleza - CE, Brazil
| | | | - Thomás Samuel Simonian
- Unichristus University Center, R. João Adolfo Gurgel, 133 - Cocó, 60190-180, Fortaleza - CE, Brazil
| | | | - Hermano Alexandre Lima Rocha
- Unichristus University Center, R. João Adolfo Gurgel, 133 - Cocó, 60190-180, Fortaleza - CE, Brazil.
- Community Health Department, Federal University of Ceará, R. Papi Júnior, 1223 - Rodolfo Teófilo, Fortaleza - CE, 60430-235, Fortaleza - CE, Brazil.
| |
Collapse
|
5
|
Pan X, Huang Q, Zhang Z, Liu H, Xiao H. The effects of resourcefulness-based instrumental reminiscence therapy on psychological adjustment in nursing home residents: a randomised controlled trial. Age Ageing 2024; 53:afad243. [PMID: 38266126 DOI: 10.1093/ageing/afad243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Revised: 10/10/2023] [Indexed: 01/26/2024] Open
Abstract
BACKGROUND Older adults do not always adapt successfully to nursing homes. Learning resourcefulness and instrumental reminiscence may contribute to the psychological adjustment made by nursing home residents. How both attributes can be combined to enhance residents' adjustment remains unclear. OBJECTIVES This study examined the effects of resourcefulness-based instrumental reminiscence therapy (RBIRT) on psychological adjustment, learned resourcefulness, self-efficacy, social support and quality of life (QoL) of nursing home residents. METHODS A randomised, controlled, assessor-blinded, parallel-arm trial was conducted between January 2022 and February 2023 in Fujian, China, with 120 participants (intervention = 60, comparison = 60) from two separate nursing homes. The intervention group participants received a 6-week RBIRT, involving Reminiscence Interview, Emotional Venting, Reconstruction Strategies, Planning for the Future and Strengthening Support. The control group participants received routine institutional care. Participants were assessed using the Nursing Home Adjustment Scale, Resourcefulness Scale, General Self-efficacy Scale, Perceived Social Support Scale and the 12-item Short-Form Health Survey. Outcomes were evaluated at baseline (T0), immediately post intervention (T1) and at 1-month (T2) and 3-months (T3) post-intervention. RESULTS Participants in the intervention group showed significant improvement in 'psychological adjustment,' 'learned resourcefulness,' 'self-efficacy,' 'social support' and 'QoL-mental health dimension' compared to the control group (P < 0.001). These effects were sustained at the 1- and 3-month follow-ups. CONCLUSIONS Innovative RBIRT improved psychological adjustment, learned resourcefulness, self-efficacy, social support and mental health-related QoL among nursing home residents.
Collapse
Affiliation(s)
- Xiaohui Pan
- School of Nursing, Fujian Medical University, Fuzhou, Fujian, China
| | - Qiyuan Huang
- School of Nursing, Fujian Medical University, Fuzhou, Fujian, China
| | - Zhefu Zhang
- School of Nursing, Fujian Medical University, Fuzhou, Fujian, China
| | - Huangqin Liu
- School of Nursing, Fujian Medical University, Fuzhou, Fujian, China
| | - Huimin Xiao
- School of Nursing, Fujian Medical University, Fuzhou, Fujian, China
| |
Collapse
|
6
|
Hayat AA, Barzegar N, Faraji Dehsorkhi H, Keshavarzi MH, Azimnejadian M, Rostami S, Keshavarzi MH, Mokhtarpour S. A cross-sectional study on the role of computer anxiety in students' online learning. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2024; 12:51-56. [PMID: 38313426 PMCID: PMC10837468 DOI: 10.30476/jamp.2023.99057.1824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 12/09/2023] [Indexed: 02/06/2024]
Abstract
Introduction Although e-learning has been incorporated in higher education system, students may undergo negative emotions like anxiety using this new mode of learning which ultimately interfere with their learning performance. Hence, the current study aimed to examine the role of computer anxiety in students' online learning. Methods This is a cross-sectional correlational study, in which a convenient sample of 330 students of Shiraz University of Medical Sciences participated. To collect the data, we used two pre-validated questionnaires. Face, content, and construct validity were used to check the validity of the questionnaires. Cronbach's alpha and composite reliability were also used to check the reliability. Data were analyzed using SPSS 16 and AMOS 6. Results Confirmatory factor analysis results yielded the underlying factorial structure of the scales. In addition, correlation coefficient results indicated that there was a significantly negative relationship between students' computer anxiety and their online learning (r=-0.59, p<0.001). Conclusion The results of the present study revealed that a considerable number of students experienced some level of computer anxiety, highlighting that highly anxious students face negative consequences such as inadequate online learning.
Collapse
Affiliation(s)
- Ali Asghar Hayat
- Clinical Education Research Center, Department of Medical Education, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Nahid Barzegar
- Clinical Education Research Center, Department of Medical Education, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Hatam Faraji Dehsorkhi
- Department of Education, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
| | - Mohammad Hasan Keshavarzi
- Clinical Education Research Center, Department of Medical Education, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | | | - Sasan Rostami
- Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mohammad Hasan Keshavarzi
- Clinical Education Research Center, Department of Medical Education, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Sedigheh Mokhtarpour
- Clinical Education Research Center, Department of Medical Education, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| |
Collapse
|
7
|
Farahmand S, Rad EM, Keshmiri F. Exploring the effective elements on the personal and professional development among health-care providers: A qualitative study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:256. [PMID: 36325227 PMCID: PMC9621364 DOI: 10.4103/jehp.jehp_1405_21] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Accepted: 11/10/2021] [Indexed: 06/16/2023]
Abstract
BACKGROUND A new domain of "personal and professional development" was introduced as a core competency of health-care providers. This study aimed to explore the experiences of learners and faculty members about what competencies or skills were essential for the professional development and success of health-care providers. MATERIALS AND METHODS This is a qualitative study using an inductive content analysis approach in 2019-2020. In the present study, 58 academic faculty members participated by purposeful sampling including ten associate professors (17.24%) and 24 assistance professors (41.37%), in addition to 23-year medical residents (20.65%) and 4th-year nursing students (20.65%). Individual and group interviews were conducted. Data were analyzed by the inductive content analysis approach introduced by Graneheim and Lundman. RESULTS The qualitative data were classified in 953 open codes and eight categories, which were further divided into four main categories: "socio-emotional skills," "life-long learning skills," "coping skills," and "well-being strategies." CONCLUSIONS The present results showed socioemotional and coping skills affect interpersonal and professional interactions that contributed to their improved health-care providers' capabilities. Participants also considered lifelong learning as influential in developing professional capabilities and keeping their knowledge and skills up-to-date for accountability to duties. Moreover, using well-being strategies protects the mental and physical health of health-care providers. These skills are synergistic, and their combination can have a significant role in improving the personal and professional capabilities.
Collapse
Affiliation(s)
- Shervin Farahmand
- Department of Emergency Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Elaheh Malakan Rad
- Department of Pediatric Cardiology, Children's Hospital Center (Pediatric Center of Excellence), Tehran University of Medical Sciences, Tehran, Iran
| | - Fatemeh Keshmiri
- Department of Medical Education, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| |
Collapse
|
8
|
Shao Y, Kang S. The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience. Front Psychol 2022; 13:938756. [PMID: 35992466 PMCID: PMC9384863 DOI: 10.3389/fpsyg.2022.938756] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2022] [Accepted: 07/15/2022] [Indexed: 11/30/2022] Open
Abstract
Previous studies have shown that peer relationship affects learning engagement. And learning engagement plays a vital role in promoting knowledge acquisition and production, enhancing adolescents’ academic success. However, few studies have focused on the mechanism between peer relationship and learning engagement. As such, based on Social Cognitive Theory, this study attempts to explore how peer relationship of adolescents is linked to learning engagement through the chain mediating roles of self-efficacy and academic resilience. The participants were 250 students who were selected via random sampling in a public middle school, in Eastern China, in June 2021. All the participants filled in the structured self-report questionnaires on peer relationship, self-efficacy, academic resilience, and learning engagement. The data were analyzed with structural equation modeling (SEM) in SPSS 24.0 and AMOS 24.0. Results indicated that peer relationship was directly and positively associated with learning engagement. Results also indicated that peer relationship was indirectly and positively associated with learning engagement via self-efficacy and academic resilience, respectively, and sequentially. More importantly, it was found that the direct effect was much lower than the indirect effects of which self-efficacy was the greatest. It is suggested that appropriate interventions and support should be provided to facilitate adolescents’ peer relationship, self-efficacy, and academic resilience, thus promoting their learning engagement and academic success.
Collapse
Affiliation(s)
- Yanhong Shao
- Faculty of Education, Qufu Normal University, Qufu, China
- Jiangsu Xiangshui Senior High School, Yancheng, China
| | - Shumin Kang
- College of Foreign Languages, Qufu Normal University, Qufu, China
- *Correspondence: Shumin Kang,
| |
Collapse
|
9
|
Mei XX, Wang HY, Wu XN, Wu JY, Lu YZ, Ye ZJ. Self-Efficacy and Professional Identity Among Freshmen Nursing Students: A Latent Profile and Moderated Mediation Analysis. Front Psychol 2022; 13:779986. [PMID: 35310284 PMCID: PMC8927723 DOI: 10.3389/fpsyg.2022.779986] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 01/17/2022] [Indexed: 12/12/2022] Open
Abstract
This study was designed to estimate the associations between self-efficacy and professional identity. A total of 1,051 freshmen nursing students (FNSs) from the Be Resilient to Nursing Career (BRNC) program were recruited from four universities between September and November 2020. A latent profile and moderated meditation analysis were performed. Four profiles of self-efficacy were identified and named as Lowest (15.6%), Med-low (45.0%), Med-high (32.7%), and Highest (6.7%). The mediating role of resilience and the moderating effect of role models were also identified. Therefore, self-efficacy, resilience, and role models may be three important factors to professional identity in FNSs and these relationships should be further validated in longitudinal or interventional studies.
Collapse
Affiliation(s)
- Xiao Xiao Mei
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, China
| | - Hui Yuan Wang
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, China
| | - Xiao Na Wu
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, China
| | - Jie Yi Wu
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, China
| | - Ying Zi Lu
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, China
| | - Zeng Jie Ye
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, China
| |
Collapse
|