Babenko Oksana, Mosewich Amber, Abraham Joseph, Lai Hollis
Department of Family Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada.
Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, Canada.
J Educ Eval Health Prof. 2018 Jan 8;15:2. doi: 10.3352/jeehp.2018.15.2. eCollection 2018.
To investigate the contributions of psychological needs (autonomy, competence, and relatedness) and coping strategies (self-compassion, leisure-time exercise, and achievement goals) to engagement and exhaustion in Canadian medical students.
This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20-29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory-student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale-short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed.
The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000) and exhaustion (β= -0.33, P= 0.000). Students who endorsed mastery approach goals (β= 0.21, P= 0.005) and who were more self-compassionate (β= 0.13, P= 0.050) reported greater engagement with their medical studies. Students who were less self-compassionate (β= -0.32, P= 0.000), who exercised less (β= -0.12, P= 0.044), and who endorsed mastery avoidance goals (β= 0.22, P= 0.003) reported greater exhaustion from their studies. Students' gender (β= 0.18, P= 0.005) and year in medical school (β= -0.18, P= 0.004) were related to engagement, but not to exhaustion.
Supporting students' need for competence and raising students' awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school studies.
探讨心理需求（自主性、能力和关联性）及应对策略（自我同情、休闲锻炼和成就目标）对加拿大医学生投入度和倦怠感的影响。
本研究为观察性研究。200名本科医学生参与了研究，其中60.4%为女性，95.4%年龄在20至29岁之间，23.0%为一年级学生，30.0%为二年级学生，21.0%为三年级学生，26.0%为四年级学生。学生们完成了一项在线调查，其中包括来自《奥尔登堡倦怠量表-学生版》的投入度和倦怠感测量；来自《基本心理需求量表》的自主性、能力和关联性测量；来自《自我同情量表-简版》的自我同情测量；来自《戈丁休闲锻炼问卷》的休闲锻炼测量；以及来自《成就目标量表》的掌握趋近、掌握回避、成绩趋近和成绩回避目标测量。进行了描述性和推断性分析。
能力需求是学生投入度（β=0.35，P=0.000）和倦怠感（β=-0.33，P=0.000）的最强预测因素。认可掌握趋近目标（β=0.21，P=0.005）且自我同情程度更高（β=0.13，P=0.050）的学生报告称在医学学习中的投入度更高。自我同情程度较低（β=-0.32，P=0.000）、锻炼较少（β=-0.12，P=0.044）且认可掌握回避目标（β=0.22，P=0.003）的学生报告称学习倦怠感更强。学生的性别（β=0.18，P=0.005）和医学院年级（β=-0.18，P=0.004）与投入度有关，但与倦怠感无关。
满足学生对能力的需求，并提高学生对自我同情、休闲锻炼和掌握趋近目标的认识，可能有助于保护学生免受与倦怠相关的疲惫，并增强他们对医学院学习的投入度。
