Towards an understanding of medical student resilience in longitudinal integrated clerkships
J Greenhill, KR Fielke, JN Richards, LJ Walker… - BMC Medical …, 2015 - Springer
BMC Medical Education, 2015•Springer
Background Resilience is required to succeed academically, overcome challenges during
clinical training and cope positively with stress in future professional life. With medical
students at high risk of mental illness, socially accountable medical schools are seeking to
foster student resilience. This exploratory study proposes a conceptual framework for
student resilience in longitudinal integrated clerkships (LICs). Methods This qualitative study
sought to understand student resilience during the first year of clinical training in a rural LIC …
clinical training and cope positively with stress in future professional life. With medical
students at high risk of mental illness, socially accountable medical schools are seeking to
foster student resilience. This exploratory study proposes a conceptual framework for
student resilience in longitudinal integrated clerkships (LICs). Methods This qualitative study
sought to understand student resilience during the first year of clinical training in a rural LIC …
Background
Resilience is required to succeed academically, overcome challenges during clinical training and cope positively with stress in future professional life. With medical students at high risk of mental illness, socially accountable medical schools are seeking to foster student resilience. This exploratory study proposes a conceptual framework for student resilience in longitudinal integrated clerkships (LICs).
Methods
This qualitative study sought to understand student resilience during the first year of clinical training in a rural LIC where there were consistent anecdotal reports of high student resilience. In-depth interviews were conducted with a purposive sample of 19 medical students, professional staff and clinician teachers. An interpretive approach was used to analyse the data with emerging concepts compared to define evolving theoretical constructs, and develop a conceptual framework.
Results
LIC students experienced adversity during the first clinical year of the medical course due to challenges encountered in the learning environment. This distress was moderated by: a secure, supportive learning environment; their profound learning journey; and utilisation of organisational structures to stay on course.
Conclusion
This triad of inter-related themes forms a conceptual model that challenges simplistic notions that medical courses should focus solely on providing tangible and emotional supports for students. How LIC programs may contribute to student wellbeing is discussed through the lenses of agentic, reflective and transformative learning.
Springer
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