Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada.
Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada.
Syst Rev. 2017 Aug 31;6(1):178. doi: 10.1186/s13643-017-0571-y.
Many medical residents lack ready access to social and emotional supports that enable them to successfully cope with the challenges associated with medical residency. This absence of support has been shown to lead to high levels of burnout, decreased mental wellbeing, and difficulty mastering professional competencies in this population. While there is emerging evidence that peer mentoring can be an important source of psychosocial and career-related support for many individuals, the extent of the evidence regarding the benefits of peer mentorship in medical residency education has not yet been established. We describe a protocol for a systematic review to assess the effects of peer mentoring on medical residents' mental wellbeing, social connectedness, and professional competencies.
Studies included in this review will be those that report on peer-mentoring relationships among medical residents. Quantitative, qualitative, and mixed-methods studies will be eligible for inclusion. No date or language limits will be applied. We will search EMBASE, MEDLINE, PsychINFO, Web of Science, Scopus, ERIC, Education Research Complete, and Academic Research Complete databases to identify relevant studies. Two authors will independently assess all abstracts and full-text studies for inclusion and study quality and extract study data in duplicate.
This is the first systematic review to explicitly explore the role of peer mentoring in the context of medical residency education. We anticipate that the findings from this review will raise awareness of the benefits and challenges associated with peer-mentoring relationships, further the development and implementation of formal peer-mentoring programs for medical residents, and, through identifying gaps in the existing literature, inform future research efforts.
This protocol has not been registered in PROSPERO or any other publicly accessible registry.
许多住院医师无法获得社会和情感支持，这使他们难以成功应对与住院医师相关的挑战。缺乏支持已被证明会导致高水平的倦怠、心理健康水平下降以及在该人群中难以掌握专业能力。虽然有证据表明同伴指导可以成为许多人获得心理社会和职业相关支持的重要来源，但同伴指导在住院医师教育中的益处的证据程度尚未确定。我们描述了一项系统评价的方案，以评估同伴指导对住院医师心理健康、社交联系和专业能力的影响。
本综述将包括报告住院医师之间同伴指导关系的研究。将有资格纳入定量、定性和混合方法研究。将不应用日期或语言限制。我们将搜索 EMBASE、MEDLINE、PsychINFO、Web of Science、Scopus、ERIC、Education Research Complete 和 Academic Research Complete 数据库以确定相关研究。两名作者将独立评估所有摘要和全文研究的纳入和研究质量，并重复提取研究数据。
这是首次明确探讨同伴指导在住院医师教育背景下作用的系统评价。我们预计，这项研究的结果将提高人们对同伴指导关系所带来的益处和挑战的认识，进一步发展和实施针对住院医师的正式同伴指导计划，并通过确定现有文献中的空白，为未来的研究工作提供信息。
本方案未在 PROSPERO 或任何其他可公开访问的注册处注册。
