Sixth-Year Doctoral Candidate, Department of Psychology, The Graduate Center and Hunter College, City University of New York (CUNY); Research Scientist, Institute for Health Services Research in Dermatology and Nursing (IVDP), University Medical Center Hamburg-Eppendorf (UKE).
Third-Year Resident, Pediatric Residency Program, Department of General Pediatrics, Case Western Reserve University/University Hospitals Cleveland Medical Center/Rainbow Babies and Children's Hospital.
MedEdPORTAL. 2023 Feb 14;19:11300. doi: 10.15766/mep_2374-8265.11300. eCollection 2023.
The value of psychological principles has become apparent in medical settings, especially with the rise of patient-centered care. We aimed to provide a curriculum informing medical providers about the theoretical basis and clinical utility of the social-cognitive model of stress and coping.
This workshop was delivered to an interprofessional team of faculty and trainees. Our initial pedagogical approach was to relate the concepts of cognitive appraisals and coping strategies to participants' own stress responses. We then used didactic presentation and small-group activities to explore ways to promote adaptive coping with patients to improve health outcomes. Learners participated in a mindfulness exercise, conceptualized coping strategies given a hypothetical case scenario, and, in small groups, role-played a patient encounter to construct an effective coping repertoire for the patient. Participants completed a prework self-assessment and workshop evaluation form.
The 2.5-hour workshop had 48 participants from five professions (medicine, education, physician assistant, pharmacology, psychology). We received 35 evaluations (73% response rate). Learners reported increased real-world skills ( = 8.0 out of 10) and feeling better prepared for working in interprofessional settings ( = 7.6 out of 10). Qualitative feedback suggested that participants recognized the importance of individual differences in coping with stress and felt they could categorize strategies into emotion- or problem-focused coping.
This workshop provided participants with basic knowledge about the social-cognitive model of stress and coping and allowed them to practice newly learned skills in a role-play as an interprofessional medical care team.
在医疗环境中，心理学原理的价值已经变得显而易见，尤其是在以患者为中心的护理兴起之后。我们旨在为医疗服务提供者提供一门课程，使他们了解压力和应对的社会认知模型的理论基础和临床应用。
本工作坊面向多专业的教师和学员团队。我们最初的教学方法是将认知评估和应对策略的概念与参与者自己的压力反应联系起来。然后，我们使用教学演示和小组活动来探索促进与患者的适应性应对以改善健康结果的方法。学习者参加了正念练习，根据一个假设的病例情景来构思应对策略，并在小组中角色扮演患者遭遇，为患者构建有效的应对策略。参与者完成了预工作自我评估和工作坊评估表。
这个 2.5 小时的工作坊有来自五个专业的 48 名参与者（医学、教育、医师助理、药理学、心理学）。我们收到了 35 份评估（73%的回复率）。学习者报告说实际技能有所提高（=8.0 分满分 10 分），并且对在跨专业环境中工作的准备更加充分（=7.6 分满分 10 分）。定性反馈表明，参与者认识到应对压力时个体差异的重要性，并认为他们可以将策略分为情绪或问题为中心的应对。
本工作坊为参与者提供了压力和应对的社会认知模型的基本知识，并允许他们在角色扮演中作为跨专业医疗护理团队练习新学到的技能。
