Acad Med. 2019 Nov;94(11):1638-1639. doi: 10.1097/ACM.0000000000002953.
Despite high rates of depression, anxiety, and burnout among medical students and residents, there has been little discussion about the role of the medical educator in supporting affected trainees. In this Invited Commentary, an anonymous medical student with posttraumatic stress disorder describes her experiences during her preclinical and early clinical training. She argues that most educators intend to provide a supportive and inclusive environment but that many struggle to balance this goal with the need for academic rigor and student well-being. She describes several innovative solutions developed by the instructors, preceptors, and administrators at her medical school, in the hope that they might be used to support students at other institutions. Finally, she illustrates the ways in which these efforts have empowered her to be a better advocate for the patients and students in her community.
尽管医学生和住院医师中存在较高的抑郁、焦虑和倦怠率，但很少有人讨论医学教育者在支持受影响的受训者方面的作用。在这篇特邀评论中，一位患有创伤后应激障碍的匿名医学生描述了她在临床前和早期临床培训期间的经历。她认为，大多数教育工作者都有意提供一个支持性和包容性的环境，但许多人在学术严谨性和学生福祉的需求之间难以平衡。她描述了她所在医学院的教师、导师和行政人员制定的几项创新解决方案，希望这些解决方案能够用于支持其他机构的学生。最后，她举例说明了这些努力如何使她能够更好地为她所在社区的患者和学生代言。
