评估导师在减轻职业倦怠和促进医学教育专业发展方面的作用。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES International Journal of Medical Education Pub Date : 2024-01-25 DOI:10.5116/ijme.659b.d08c
Kingthong Anurat, Sorawut Thamyongkit, Samart Pakakasama, Sutida Sumrithe
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引用次数: 0

摘要

目的评估导师行为与医学生职业倦怠及其在医学教育中的专业发展之间的相关性:在三年级、五年级和六年级医学生(307 人)中采用便利抽样法进行了一项横断面研究。参与者自愿填写了匿名在线问卷,其中包括导师行为量表、马斯拉赫职业倦怠量表-学生调查和职业自我认同问卷。对学生倦怠、导师行为及其对专业发展的影响之间的关系进行了多元回归分析:在参与者中,26%(N=80)的学生经历过职业倦怠,与非职业倦怠学生相比,职业倦怠与较低的能力支持(OR = 2.0,95% CI:1.1-3.5,p = 0.016)、药物使用(OR = 2.1,95% CI:1.1-4.0,p = 0.029)和较低的平均学分绩点(OR = 3.3,95% CI:1.6-6.9,p = 0.001)显著相关。在职业认同的发展方面,高水平的导师关系结构与职业自我认同问卷关键领域的较高得分有显著的统计学关联,包括团队合作(OR = 3.9, 95% CI: 1.5-9.9, p < 0.01)、沟通(OR = 3.4, 95% CI: 1.5-7.7, p < 0.01)、道德意识(OR = 3.3, 95% CI: 1.4-8.0, p < 0.01)和记录使用(OR = 2.8, 95% CI: 1.2-6.5, p < 0.05):导师行为对医学生的影响显而易见。结论:导师行为对医学生的影响显而易见,通过解决导师的具体行为问题来加强导师指导,可以提高课程质量。未来的研究应探索长期效果和策略,以有效实施有针对性的导师行为强化措施。
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Assessing the role of mentors in mitigating burnout and enhancing professional development in medical education.

Objectives: To assess the correlation between mentor behaviours and medical student burnout and their professional development within medical education.

Methods: A cross-sectional study using convenience sampling was conducted among third-, fifth-, and sixth-year medical students (N=307). Participants voluntarily completed anonymous online questionnaires measuring the Mentor Behavior Scale, the Maslach Burnout Inventory-Student Survey, and the Professional Self-Identity Questionnaire. Multivariate regression analysis was performed to analyse relationships between student burnout, mentor behaviours and their impact on professional development.

Results: Among participants, 26% (N=80) experienced burnout, which was significantly associated with lower competency support (OR = 2.0, 95% CI: 1.1-3.5, p = 0.016), medication use (OR = 2.1, 95% CI: 1.1-4.0, p = 0.029), and a lower Grade Point Average (OR = 3.3, 95% CI: 1.6-6.9, p = 0.001) compared to non-burnout students. In the development of professional identity, a high level of mentor relationship structure had statistically significant associations with higher scores in key domains of the Professional Self-Identity Questionnaire, including teamwork (OR = 3.9, 95% CI: 1.5-9.9, p < 0.01), communication (OR = 3.4, 95% CI: 1.5-7.7, p < 0.01), ethical awareness (OR = 3.3, 95% CI: 1.4-8.0, p < 0.01), and record use (OR = 2.8, 95% CI: 1.2-6.5, p < 0.05).

Conclusions: The impact of mentor behaviours on medical students is evident. Enhancing mentorship by addressing specific mentor behaviours can improve programme quality. Future research should explore the long-term effects and strategies for effectively implementing targeted enhancements in mentor behaviours.

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来源期刊
International Journal of Medical Education
International Journal of Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.90
自引率
3.20%
发文量
38
期刊最新文献
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