Mann Adrienne, Fainstad Tyra, Sullivan Ivy, Ritz Ethan M, SooHoo Jeffrey R, Mechaber Hilit F, Shah Ami
University of Colorado Division of Hospital Medicine, Department of Medicine, Anschutz Medical Campus, Aurora, Colorado, United States of America.
Veterans' Health Administration, Eastern CO Health Care System, Aurora, Colorado, United States of America.
PLoS One. 2025 Aug 12;20(8):e0328546. doi: 10.1371/journal.pone.0328546. eCollection 2025.
Physician burnout begins in medical school. Professional coaching can improve physician well-being, but generalizable evidence in medical students is lacking. We aim to evaluate a coaching program in a national sample of students.
A randomized clinical trial assessing a four-month, web-based, group coaching program was conducted between September 1, 2023, and December 31, 2023, among medical students from seven institutions. The primary outcome was burnout measured using the Maslach Burnout Inventory. Secondary outcomes included impostor syndrome, moral injury, self-compassion, and flourishing. A linear mixed effect model analysis was performed on an intent-to-treat basis.
Among the 390 participating students (mean [SD] age, 25.3 [2.38]), 197 were randomized to the intervention group. There were no significant post-coaching differences in burnout, moral injury or impostor syndrome between groups. After the coaching intervention, the intervention group had significantly greater self-compassion with an absolute difference of 3.00 points (SE = 1.29; 95% CI, 0.48 to 5.53 points; P = 0.021)), and significantly higher flourishing scores, with an absolute difference of 0.45 points (SE = 0.23; 95% CI, 0.01 to 0.90 points; P = 0.048) compared to the control.
Web-based group coaching did not have an impact on measures of distress in medical students, though did improve well-being outcomes including self-compassion and flourishing. Trial Registration: ClinicalTrials.gov Identifier: NCT05822375.
医生职业倦怠始于医学院阶段。专业辅导可改善医生的幸福感，但医学生群体中缺乏可推广的相关证据。我们旨在对全国范围内的学生样本进行一项辅导计划评估。
2023年9月1日至2023年12月31日期间，对来自7所院校的医学生开展了一项随机临床试验，评估为期4个月的基于网络的团体辅导计划。主要结局指标是使用马氏职业倦怠量表测量的职业倦怠。次要结局指标包括冒名顶替综合症、道德伤害、自我同情和蓬勃发展感。基于意向性分析进行线性混合效应模型分析。
在390名参与学生中（平均[标准差]年龄为25.3[2.38]岁），197名被随机分配至干预组。两组在辅导后职业倦怠、道德伤害或冒名顶替综合症方面无显著差异。辅导干预后，干预组的自我同情得分显著更高，绝对差异为3.00分（标准误=1.29；95%置信区间为0.48至5.53分；P=0.021），与对照组相比，蓬勃发展感得分也显著更高，绝对差异为0.45分（标准误=0.23；95%置信区间为0.01至0.90分；P=0.048）。
基于网络的团体辅导对医学生的痛苦程度指标没有影响，但确实改善了包括自我同情和蓬勃发展感在内的幸福感指标。试验注册：ClinicalTrials.gov标识符：NCT05822375。
