Medical Simulation Center, College of Medicine & Health Sciences, United Arab Emirates University, Al Ain, United Arab Emirates.
The Heller School for Social Policy and Management, Brandeis University, Waltham, Massachusetts, USA.
BMC Med Educ. 2022 Nov 10;22(1):773. doi: 10.1186/s12909-022-03828-3.
The global spread of the COVID-19 virus caused unprecedented interruptions in medical education. This paper evaluates Relational Coordination (RC): communicating and relating for task integration; between the distinct stakeholders responsible for scheduling,delivering and receiving clinical teaching in the wake of the pandemic.
Using a cross-sectional design, the level of Relational Coordination was assessed between twelve groups within a Clinical Skills Program at a Medical School in the United Arab Emirates. It also measures three relevant mental health factors: namely, Job satisfaction, Work Engagement, and Burnout.
Overall, RC scores were moderate (3.65 out of 5.00). Controlling for participants' position, RC was found to positively and significantly increase both job satisfaction (β = 1.10, p < 0.001) and work engagement (β = 0.78, p < 0.01)., Additionally, RC was significantly associated with lower burnout (β = -0.56, p = 0.05). Fifty percent of participants experienced high job satisfaction, with a mean score of 5.0 out of 7.0, while 73% reported being enthusiastic about their job, with a mean score of 6.0 out of 7.0. About a third of participants (27%) reported feeling burnout.
During times of disruption and crisis, medical education can benefit from higher levels of relational coordination. Our study shows the significant impact of relational coordination on mental health measures like job satisfaction and work engagement. To achieve the full potential and benefits of excellent levels of relational coordination in this program, we recommend six interventions focusing on improving communication, work processes, regular meetings, education innovations, capacity building, and the establishment of coaching and counseling programs for students and faculty.
COVID-19 病毒在全球范围内的传播导致医学教育前所未有的中断。本文评估了关系协调（RC）：在大流行之后，负责安排、提供和接收临床教学的不同利益相关者之间进行沟通和协作，以实现任务整合。
使用横断面设计，评估阿联酋一所医学院临床技能项目中 12 个小组之间的关系协调程度。它还衡量了三个相关的心理健康因素：工作满意度、工作投入和倦怠。
总体而言，RC 得分中等（5.0 分中的 3.65 分）。在控制参与者职位的情况下，发现 RC 与工作满意度（β=1.10，p<0.001）和工作投入（β=0.78，p<0.01）呈正显著相关。此外，RC 与较低的倦怠显著相关（β=-0.56，p=0.05）。50%的参与者体验到高工作满意度，平均得分为 7.0 分中的 5.0 分，而 73%的参与者对工作充满热情，平均得分为 7.0 分中的 6.0 分。约三分之一的参与者（27%）报告感到倦怠。
在中断和危机时期，医学教育可以从更高水平的关系协调中受益。我们的研究表明，关系协调对工作满意度和工作投入等心理健康措施有显著影响。为了充分发挥和实现本项目中卓越关系协调水平的潜力和益处，我们建议采取六项干预措施，重点关注改善沟通、工作流程、定期会议、教育创新、能力建设以及为学生和教师建立辅导和咨询计划。
