Farquhar Julia, Kamei Robert, Vidyarthi Arpana
Duke University School of Medicine, USA.
Duke-NUS Medical School, Singapore.
Int J Med Educ. 2018 Jan 12;9:1-6. doi: 10.5116/ijme.5a46.1ccc.
To improve programs aimed to enhance medical student resiliency, we examined both medical student and faculty advisor perspectives on resiliency-building in an Asian medical school.
In two separate focus groups, a convenience sample of 8 MD-PhD students and 8 faculty advisors were asked to identify strategies for enhancing resilience. Using thematic analysis, two researchers independently examined discussion transcripts and field notes and determined themes through a consensus process. They then compared the themes to discern similarities and differences between these groups.
Themes from the student suggestions for increasing resilience included "Perspective changes with time and experience", "Defining effective advisors," and "Individual paths to resiliency". Faculty-identified themes were "Structured activities to change student perspectives," "Structured teaching of coping strategies", and "Institution-wide social support". Students described themselves as individuals building their own resilience path and preferred advisors who were not also evaluators. Faculty, however, suggested systematic, structural ways to increase resilience.
Students and advisors identified some common, and many distinct strategies for enhancing medical student resilience. Student/advisor discrepancies may exemplify a cultural shift in Singapore's medical education climate, where students value increased individualism and autonomy in their education. As medical schools create interventions to enhance resilience and combat potential student burnout, they should consider individually-tailored as well as system-wide programs to best meet the needs of their students and faculty.
为改进旨在增强医学生适应力的项目，我们调查了一所亚洲医学院校中医学生和教师顾问对适应力培养的看法。
在两个独立的焦点小组中，分别邀请了8名医学博士-哲学博士学生和8名教师顾问组成的便利样本，让他们确定增强适应力的策略。通过主题分析，两名研究人员独立检查讨论记录和实地笔记，并通过共识过程确定主题。然后他们比较这些主题，以辨别两组之间的异同。
学生提出的增强适应力的建议主题包括“视角随时间和经验而变化”、“定义有效的顾问”以及“个人的适应力路径”。教师确定的主题是“改变学生视角的结构化活动”、“应对策略的结构化教学”以及“全校范围的社会支持”。学生将自己描述为构建自身适应力路径的个体，更喜欢不是评估者的顾问。然而，教师建议采用系统、结构化的方法来增强适应力。
学生和顾问确定了一些增强医学生适应力的共同策略，也有许多不同的策略。学生与顾问之间的差异可能体现了新加坡医学教育氛围中的一种文化转变，即学生在教育中重视个人主义和自主性的增强。随着医学院校制定干预措施以增强适应力并应对学生可能出现的倦怠，他们应考虑个性化定制以及全校范围的项目，以最好地满足学生和教师的需求。
