学生的幸福与学习环境。

Student well-being and the learning environment.

作者信息

Helou Marieka A, Keiser Victoria, Feldman Moshe, Santen Sally, Cyrus John W, Ryan Michael S

机构信息

School of Medicine, Virginia Commonwealth University, Richmond, Virginia, USA.

出版信息

Clin Teach. 2019 Aug;16(4):362-366. doi: 10.1111/tct.13070.

DOI:10.1111/tct.13070

PMID:31397105

Abstract

BACKGROUND

Medical student well-being is a critical issue in medical education and is linked to burnout and resilience. Understanding the impact of the clinical learning environment may be crucial to developing effective curricular interventions. Medical student well-being is a critical issue in medical education OBJECTIVE: To determine factors affecting medical student well-being and perceived stress during clinical clerkships and describe any associations with the learning environment, resilience, and performance.

METHODS

This was a retrospective study of one cohort of medical students surveyed at the conclusion of third-year clinical clerkships using the Medical School Learning Environment Scale, Brief Resilience Scale, Perceived Stress Scale, and the World Health Organization Well-Being Index. The United States Medical Licensing Examination (USMLE), Step 1 scores and clerkship performance were also collected. Analysis included Pearson correlations and linear regression.

RESULTS

Of the 204 students completing the clerkships, 146 students completed the survey (72%). Well-being correlated positively with learning environment (r = 0.43) and resilience (r = 0.35, p < 0.01). Stress was negatively correlated with learning environment (r = -0.34) and resilience (r = -0.53, p < 0.01). Well-being was not significantly correlated with performance measures. However, stress demonstrated a weak positive correlation with clerkship performance (r = 0.17, p < 0.05). The overall regression models for well-being and stress were statistically significant (p < 0.001) and explained 23% and 26% of the variance, respectively.

CONCLUSIONS

Our study found that well-being and stress are associated with students' resilience and perception of the learning environment in the clinical phase of medical school. However, we found no relationship between well-being and performance and a modest positive relationship between stress and performance. This data helps to illustrate the complex relationship between these factors.

摘要

背景

医学生的幸福感是医学教育中的一个关键问题，与职业倦怠和适应力相关。了解临床学习环境的影响对于制定有效的课程干预措施可能至关重要。医学生的幸福感是医学教育中的一个关键问题。

目的

确定影响临床实习期间医学生幸福感和感知压力的因素，并描述与学习环境、适应力和成绩之间的任何关联。

方法

这是一项对一组医学生进行的回顾性研究，在三年级临床实习结束时使用医学院学习环境量表、简易适应力量表、感知压力量表和世界卫生组织幸福感指数对他们进行了调查。还收集了美国医学执照考试（USMLE）第一步的成绩和实习成绩。分析包括Pearson相关性分析和线性回归分析。

结果

在完成实习的204名学生中，有146名学生完成了调查（72%）。幸福感与学习环境呈正相关（r = 0.43），与适应力呈正相关（r = 0.35，p < 0.01）。压力与学习环境呈负相关（r = -0.34），与适应力呈负相关（r = -0.53，p < 0.01）。幸福感与成绩指标无显著相关性。然而，压力与实习成绩呈弱正相关（r = 0.17，p < 0.05）。幸福感和压力的总体回归模型具有统计学意义（p < 0.001），分别解释了23%和26%的方差。