Kulman-Lipsey Shayna, Yang Samantha, Pedram Javidan Arshia, Fung Benjamin, Levinson Andrea, Vernon Jordyn, Nickell Leslie, Leo Joanne
University of Toronto, Toronto, Ontario, Canada.
Clin Teach. 2019 Aug;16(4):395-400. doi: 10.1111/tct.13054. Epub 2019 Jul 12.
It is well documented that student well-being is challenged at medical school and that levels of distress increase as students navigate their training. The Doctor of Medicine (MD) programme at the University of Toronto developed a 4-year resilience curriculum (RC) to encourage students to reach out for help and equip them with resilience-building strategies to manage adversities in a demanding academic and clinical programme. … resilience curriculum (RC) to encourage students to reach out for help and equip them with resilience-building strategies METHODS: Satisfaction surveys, consisting of statements rated by a five-point Likert scale and short-answer questions, were distributed to 518 students; in total, data from four workshops were collected. Two focus groups comprising 12 participants in total were facilitated (n = 6 per group). A thematic content analysis was conducted for the focus group data; open coding was used for transcriptions via an iterative process and inductive analysis.
Preliminary quantitative and qualitative data suggest that students valued the curriculum. The main themes generated from the thematic content analysis were the value of the RC, the delivery of the RC, and developing a resilient community.
More research must be conducted to assess whether the RC has affected student well-being and resilience. The sustainability of the curriculum depends on the faculty members that support it; faculty development within the areas of wellness and resilience is imperative.
The RC, embedded in the core curriculum and integrated within a medical community, is gaining momentum and is valued by students. Further research will assist in the creation of an innovative tool to assess the impact of the RC on medical students.
有充分记录表明，医学院校中学生的幸福感面临挑战，且随着学生经历培训，苦恼程度会增加。多伦多大学的医学博士（MD）项目制定了一项为期4年的复原力课程（RC），以鼓励学生寻求帮助，并为他们配备建立复原力的策略，以便在要求苛刻的学术和临床项目中应对逆境。……复原力课程（RC），以鼓励学生寻求帮助并为他们配备建立复原力的策略 方法：满意度调查问卷分发给518名学生，问卷包含按五点李克特量表评分的陈述及简答题；总共收集了四个工作坊的数据。组织了两个焦点小组，每组6人，共12名参与者。对焦点小组数据进行了主题内容分析；通过反复过程和归纳分析对转录内容进行开放编码。
初步的定量和定性数据表明学生重视该课程。主题内容分析得出的主要主题是RC的价值、RC的授课方式以及建立有复原力的社区。
必须开展更多研究，以评估RC是否影响了学生的幸福感和复原力。课程的可持续性取决于支持它的教员；在健康和复原力领域开展教员发展工作势在必行。
嵌入核心课程并融入医学社区的RC正不断发展，并受到学生重视。进一步的研究将有助于创建一种创新工具，以评估RC对医学生的影响。
