Gaensbauer T J, Mizner G L
Psychiatry. 1980 Feb;43(1):60-70. doi: 10.1080/00332747.1980.11024050.
In attempting to understand the nature of emotional disturbances in medical student populations, one inevitably is drawn to the study of the complex interactions between the demands of the medical school environment and the adaptive capacities of students. In our work as psychiatric consultants to the University of Colorado Medical Center Student Health Service, we have found it useful to conceptualize the four-year medical curriculum as presenting the student with a series of adaptive and development tasks. The appearance of emotional disturbance is seen to relate as much to the particular developmental stress confronting the student as to his long-standing character structure and psychopathology. In this paper, we will describe and illustrate with clinical material major developmental tasks likely to elicit emotional distress in students. Indicators of potentially adaptive versus maladaptive resolutions will be outlined, and some suggestions for helpful intervention offered. Unique issues faced by women medical students will also be reviewed.
在试图理解医学生群体中情绪障碍的本质时，人们不可避免地会去研究医学院校环境的要求与学生适应能力之间的复杂相互作用。在我们作为科罗拉多大学医学中心学生健康服务部精神科顾问的工作中，我们发现将四年制医学课程概念化为向学生提出一系列适应和发展任务是很有用的。情绪障碍的出现被认为既与学生面临的特定发展压力有关，也与他长期的性格结构和精神病理学有关。在本文中，我们将用临床资料描述并举例说明可能引发学生情绪困扰的主要发展任务。将概述潜在适应性与适应不良性解决方式的指标，并提供一些有益干预的建议。还将探讨女医学生面临的独特问题。
