Institute of Social Preventive Medicine (ISPM), University of Bern, Bern, Switzerland
Graduate School of Health Sciences, University of Bern, Bern, Switzerland.
BMJ Open. 2024 May 15;14(5):e080643. doi: 10.1136/bmjopen-2023-080643.
The objective of this systematic scoping review is to identify what approaches have been implemented in medical education programmes to teach medical students the skills to identify and manage emotions that may be elicited in them during physician-patient interactions and in the clinical environment. Emotions of all involved in the clinical encounter are central to the process of clinical care. However, a gap remains addressing and teaching medical students about recognising and dealing with their own emotions.
This scoping review will follow the updated JBI (The Johanna Briggs Institute) methodology guidance for the conduct and reporting of systematic scoping reviews, and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews. A search strategy was developed and applied to five databases. Terms used included medical education, medical curriculum, medical students, emotion (regulation), psychological well-being and mental health. Additionally, a grey literature and reference list search will be conducted. Two independent reviewers will first screen titles and abstracts followed by a second, full-text screening phase. Publications to be included will contain information and data about teaching approaches such as lectures, and other teaching material on physicians' emotion awareness and emotion regulation training in medical education.
This study will review existing literature on emotion awareness and emotion regulation training in medical education, and a systematic scoping review does not require ethical approval. The results of this scoping review will be submitted for publication to relevant peer-reviewed journals and will be used to inform the development and implementation of training programmes and research studies aimed at preparing medical students to identify and manage their own emotions in the clinical environment.
本系统范围综述的目的是确定在医学教育计划中实施了哪些方法,以教授医学生在医患互动和临床环境中识别和管理可能引发的情绪的技能。临床遭遇中所有涉及人员的情绪都是临床护理过程的核心。然而,在解决和教授医学生识别和处理自己情绪方面仍存在差距。
本范围综述将遵循最新的 JBI(约翰娜·布里格斯研究所)方法学指南,用于进行和报告系统范围综述,以及扩展用于范围综述的系统综述和荟萃分析的首选报告项目。制定并应用了搜索策略,以搜索五个数据库。使用的术语包括医学教育、医学课程、医学生、情绪(调节)、心理幸福感和心理健康。此外,还将进行灰色文献和参考文献搜索。两名独立审查员将首先筛选标题和摘要,然后进行第二阶段的全文筛选。将包含有关教学方法的信息和数据的出版物,如讲座和其他关于医生情绪意识和情绪调节培训的医学教育教学材料。
本研究将回顾医学教育中情绪意识和情绪调节培训的现有文献,系统范围综述不需要伦理批准。本范围综述的结果将提交给相关同行评议期刊发表,并将用于为培训计划和研究项目的制定和实施提供信息,这些计划和研究项目旨在培养医学生在临床环境中识别和管理自己情绪的能力。