Medical Education Department, College of Medicine, Qassim University, Buraydah, Saudi Arabia.
Medical Education Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia.
BMC Med Educ. 2023 Apr 5;23(1):213. doi: 10.1186/s12909-023-04177-5.
Burnout and depression among health professions education (HPE) students continue to rise, leading to unwanted effects that ultimately jeopardise optimal medical care and patient health. Promoting the resilience of medical students is one solution to this issue. Several interventions have been implemented to foster resilience, but they focus on aspects other than the primary cause: the assessment system. The purpose of this study is to develop a framework to promote resilience in assessment planning and practice.
We followed the guidelines suggested by Whetten for constructing a theoretical model for framework development. There were four phases in the model development. In the first phase, different literature review methods were used, and additional students' perspectives were collected through focus group discussions. Then, using the data, we constructed the theoretical model in the second phase. In the third phase, we validated the newly developed model and its related guidelines. Finally, we performed response process validation of the model with a group of medical teachers.
The developed systematic assessment resilience framework (SAR) promotes four constructs: self-control, management, engagement, and growth, through five phases of assessment: assessment experience, assessment direction, assessment preparation, examiner focus, and student reflection. Each phase contains a number of practical guidelines to promote resilience. We rigorously triangulated each approach with its theoretical foundations and evaluated it on the basis of its content and process. The model showed high levels of content and face validity.
The SAR model offers a novel guideline for fostering resilience through assessment planning and practice. It includes a number of attainable and practical guidelines for enhancing resilience. In addition, it opens a new horizon for HPE students' future use of this framework in the new normal condition (post COVID 19).
健康职业教育培训（HPE）学生的倦怠和抑郁持续上升，导致不必要的后果，最终危及最佳医疗护理和患者健康。提高医学生的适应力是解决这一问题的方法之一。已经实施了几种干预措施来培养适应力，但它们关注的是除主要原因之外的方面：评估系统。本研究旨在制定一个在评估规划和实践中促进适应力的框架。
我们遵循 Whetten 提出的构建理论模型的指导方针，开发了一个框架。该模型的开发有四个阶段。在第一阶段，我们使用了不同的文献综述方法，并通过焦点小组讨论收集了更多学生的观点。然后，我们使用这些数据在第二阶段构建了理论模型。在第三阶段，我们验证了新开发的模型及其相关准则。最后，我们使用一组医学教师对模型进行了响应过程验证。
开发的系统评估弹性框架（SAR）通过评估的五个阶段（评估体验、评估方向、评估准备、考官重点和学生反思）促进了四个结构：自我控制、管理、参与和成长。每个阶段都包含了许多促进适应力的实用指南。我们严格地将每种方法与其理论基础进行三角剖分，并根据其内容和过程进行评估。该模型在内容和表面效度方面表现出很高的水平。
SAR 模型为通过评估规划和实践培养适应力提供了一个新的指南。它包括许多可实现和实用的提高适应力的指南。此外，它为 HPE 学生在新冠疫情后的新常态下使用该框架提供了一个新的视野。
