Ayala Erin E, Omorodion Aisha M, Nmecha Dennis, Winseman Jeffrey S, Mason Hyacinth R C
a Department of Psychiatry , Albany Medical Center , Albany , New York , USA.
b Albany Medical College , Albany , New York , USA.
Teach Learn Med. 2017 Jul-Sep;29(3):237-246. doi: 10.1080/10401334.2016.1271334. Epub 2017 Feb 16.
Phenomenon: Despite the promotion of medical student health and wellness through recent program and curricular changes, research continues to show that medical education is associated with decreased well-being in medical students. Although many institutions have sought to more effectively assess and improve self-care in medical students, no self-care initiatives have been designed using the explicit perspectives of students themselves.
Using concept mapping methodology, the research team created a student-generated taxonomy of self-care behaviors taken from a national sample of medical students in response to a brainstorming prompt. The research team examined how students' conceptualizations of self-care may be organized into a framework suitable for use in programming and curricular change in medical education.
Ten clusters of self-care activities were identified: nourishment, hygiene, intellectual and creative health, physical activity, spiritual care, balance and relaxation, time for loved ones, big picture goals, pleasure and outside activities, and hobbies. Using results of the two-dimensional scaling analysis, students' individual self-care behaviors were organized within two orthogonal dimensions of self-care activities. Insights: This concept map of student-identified self-care activities provides a starting point for better understanding and ultimately improving medical student self-care. Students' brainstormed responses fit within a framework of varying levels of social engagement and physical-psychological health that included a wide range of solitary, social, physical, and mental health behaviors. As students' preferred self-care practices did not often include programmatic activities, medical educators may benefit from consulting this map as they plan new approaches to student self-care and in counseling individual students searching for more effective ways to ease the burdens of medical school.
现象：尽管最近通过项目和课程改革来促进医学生的健康，但研究仍表明医学教育与医学生幸福感下降有关。虽然许多机构试图更有效地评估和改善医学生的自我护理，但尚未从学生自身的明确视角设计自我护理倡议。
研究团队使用概念映射方法，针对一个头脑风暴提示，从全国医学生样本中创建了一个学生生成的自我护理行为分类法。研究团队研究了学生对自我护理的概念化如何组织成一个适用于医学教育项目规划和课程改革的框架。
确定了十类自我护理活动：营养、卫生、智力和创造力健康、体育活动、精神护理、平衡与放松、陪伴亲人的时间、宏观目标、娱乐和户外活动以及爱好。利用二维标度分析的结果，学生的个人自我护理行为在自我护理活动的两个正交维度内进行了组织。见解：这张由学生确定的自我护理活动概念图为更好地理解并最终改善医学生的自我护理提供了一个起点。学生头脑风暴的回答符合一个社会参与和身心健康程度不同的框架，其中包括广泛的独处、社交、身体和心理健康行为。由于学生偏好的自我护理做法通常不包括计划性活动，医学教育工作者在规划新的学生自我护理方法以及为寻求更有效方法减轻医学院负担的个别学生提供咨询时，参考这张图可能会有所帮助。
