Manning-Geist Beryl, Meyer Fremonta, Chen Justin, Pelletier Andrea, Kosman Katherine, Chen Xiaodong Phoenix, Johnson Natasha R
1Department of Obstetrics, Gynecology and Reproductive Biology, Brigham and Women's Hospital, Harvard Medical School, 75 Francis St., Boston, MA 02115 USA.
2Department of Psychiatry, Brigham and Women's Hospital, Harvard Medical School, Boston, MA USA.
Med Sci Educ. 2020;30(1):235-241. doi: 10.1007/s40670-019-00881-4. Epub 2019 Dec 9.
To investigate the effects of a stress management workshop on medical students' knowledge of stress and potential coping strategies.
A panel discussion with small group breakouts on stress in clinical medicine, learning challenges, competition with colleagues, handling stressful events, and recognizing burnout symptoms was conducted with medical students entering clerkships. A longitudinal survey design was utilized to measure pre-, post-, and long-term (3-month) changes in knowledge (impact of stress on personal health, learning, and patient care), confidence, perceived skills, and attitude (towards utilizing adaptive coping strategies) among participating students ( = 135). Paired test and multivariate analyses were performed to assess the differences between survey responses on a 5-point Likert scale.
Survey response rates were pre-90.4%, post-77%, and long-term post-71.1%. Compared to pre-workshop, students reported significant improvement in all four domains immediately post-workshop: knowledge (4.4 vs. 4.7, < 0.05), confidence (3.6 vs. 3.9, < 0.05), perceived skills (3.3 vs. 3.7, < 0.05), and attitude (2.6 vs. 2.8, < 0.05). Compared to immediate post-workshop, students' scores slightly decreased at 3 months but were overall significantly higher than the pre-workshop scores.
A stress management workshop can improve medical students' knowledge of the impact of stress as well as the use of adaptive stress coping strategies.
探讨压力管理工作坊对医学生压力知识及潜在应对策略的影响。
对即将进入临床实习的医学生进行了一场关于临床医学压力、学习挑战、与同事竞争、应对压力事件以及识别职业倦怠症状的小组讨论，并设有小组讨论环节。采用纵向调查设计，以测量参与学生（n = 135）在工作坊前、工作坊后及长期（3个月）的知识（压力对个人健康、学习和患者护理的影响）、信心、感知技能和态度（对采用适应性应对策略的态度）的变化。进行配对t检验和多变量分析，以评估5点李克特量表上调查回复之间的差异。
调查回复率分别为工作坊前90.4%、工作坊后77%、长期（3个月后）71.1%。与工作坊前相比，学生在工作坊后立即报告在所有四个领域都有显著改善：知识（4.4对4.7，P < 0.05）、信心（3.6对3.9，P < 0.05）、感知技能（3.3对3.7，P < 0.05）和态度（2.6对2.8，P < 0.05）。与工作坊后立即相比，学生在3个月时的分数略有下降，但总体上仍显著高于工作坊前的分数。
压力管理工作坊可以提高医学生对压力影响的认识以及适应性压力应对策略的使用。
