Dunn Laura B, Iglewicz Alana, Moutier Christine
Medical Teaching Facility, UCSD School of Medicine, University of California-San Diego, 9500 Gilman Drive 0606, La Jolla, CA 92093-0606, USA.
Acad Psychiatry. 2008 Jan-Feb;32(1):44-53. doi: 10.1176/appi.ap.32.1.44.
This article proposes and illustrates a conceptual model of medical student well-being.
The authors reviewed the literature on medical student stress, coping, and well-being and developed a model of medical student coping termed the "coping reservoir."
The reservoir can be replenished or drained by various aspects of medical students' experiences. The reservoir itself has an internal structure, conceptualized as consisting of the individual's personal traits, temperament, and coping style. The coping reservoir metaphor is used to highlight the dynamic nature of students' experiences, with potential outcomes including enhanced resilience and mental health versus distress and burnout.
Medical student well-being is affected by multiple stressors as well as positive aspects of medical training. Attention to individual students' coping reservoirs can help promote well-being and minimize burnout; formal and informal offerings within medical schools can help fill the reservoir. Helping students cultivate the skills to sustain their well-being throughout their careers has important payoffs for the overall medical education enterprise, for promotion of physician resilience and personal fulfillment, and for enhancement of professionalism and patient care. This and other models of coping should be empirically validated.
本文提出并阐述了一个关于医学生幸福感的概念模型。
作者回顾了有关医学生压力、应对方式和幸福感的文献，并开发了一个名为“应对资源库”的医学生应对模型。
该资源库会因医学生经历的各个方面而得到补充或消耗。资源库本身具有内部结构，其概念化为由个体的个人特质、气质和应对方式组成。应对资源库这一隐喻用于突出学生经历的动态性质，其潜在结果包括增强恢复力和心理健康，以及痛苦和倦怠。
医学生的幸福感受到多种压力源以及医学培训积极方面的影响。关注个体学生的应对资源库有助于促进幸福感并将倦怠降至最低；医学院校的正式和非正式活动可以帮助充实资源库。帮助学生培养在整个职业生涯中维持幸福感的技能，对于整个医学教育事业、促进医生的恢复力和个人成就感以及提高专业精神和患者护理水平都有重要意义。这一应对模型和其他应对模型应通过实证进行验证。
