On the correlation between gratitude and resilience in medical students.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2024-02-15 eCollection Date: 2024-01-01 DOI:10.3205/zma001663

Nicolai Hahn, Patrick Brzoska, Claudia Kiessling

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Abstract

Objective: Medical students' health and resilience have increasingly been the subject of current research in recent years. A variety of interventions are recommended to strengthen resilience or its known or suspected influencing factors, although the literature shows that the evidence on the effectiveness of the interventions is inconsistent. The present study investigated whether gratitude is a direct protective factor for resilience in medical students or whether resilience factors (optimism, self-efficacy, social support) and stress mediate the effects of gratitude on resilience.

Methods: 90 medical students at Witten/Herdecke University took part in the study that determined their gratitude, resilience, optimism, self-efficacy, social support and stress levels using validated questionnaires (GQ-6, RS-25, LOT-R, SWE, F-SozU, PSS). Correlations were analyzed using Pearson correlation coefficients. In addition, a multivariate regression analysis and a path analysis were calculated to determine the direct and indirect effects of gratitude on resilience.

Results: Multivariate regression analysis showed that only optimism, social support and stress were significantly associated with resilience (B=0.48, 95% CI: 0.31, 0.66; B=0.23, 95% CI: 0.01, 0.44 and B=-0.02, 95% CI: -0.03, -0.001, respectively). The direct effect of gratitude on resilience was minimal and not significant in the path analysis. However, there was an indirect effect of gratitude on resilience (B=0.321; p<0.05). Mediation via the optimism variable was mainly responsible for this effect (indirect effect B=0.197; p<0.05).

Conclusion: This study shows that gratitude has only a minimal direct influence on resilience. However, results indicate that optimism as a mediating factor strengthens the resilience of medical students. Against this background, it may be useful to integrate interventions that promote an optimistic attitude into medical studies in order to strengthen the mental health of future doctors in the long term.

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医学生的感恩之心与复原力之间的相关性。

目的：近年来，医学生的健康和复原力日益成为当前研究的主题。尽管文献显示，有关干预措施有效性的证据并不一致，但还是建议采取各种干预措施来增强抗逆力或其已知或可疑的影响因素。本研究调查了感恩是否是医科学生复原力的直接保护因素，或者复原力因素（乐观、自我效能感、社会支持）和压力是否是感恩对复原力影响的中介。相关性采用皮尔逊相关系数进行分析。此外，还计算了多元回归分析和路径分析，以确定感恩对复原力的直接和间接影响：多变量回归分析表明，只有乐观、社会支持和压力与复原力有显著相关（B=0.48，95% CI：0.31，0.66；B=0.23，95% CI：0.01，0.44 和 B=-0.02，95% CI：-0.03，-0.001）。在路径分析中，感恩对复原力的直接影响微乎其微，且不显著。然而，感恩对复原力有间接影响（B=0.321；p 结论：本研究表明，感恩对复原力的直接影响微乎其微。然而，研究结果表明，乐观作为一个中介因素，可以增强医学生的抗逆力。在此背景下，将促进乐观态度的干预措施纳入医学研究，对长期加强未来医生的心理健康可能是有益的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

3.40

自引率

12.50%

发文量

审稿时长

25 weeks

期刊介绍： GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.