北美医学院的福祉教育现状:范围界定审查。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI:10.36834/cmej.76095
Noam Raiter, Kiana Yau, Alisha Sharma, Melanie Lewis, Victor Do
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引用次数: 0

摘要

背景/目的:与普通人群相比,医学生的职业倦怠和精神疾病发生率更高。然而,目前尚不清楚北美医学院在多大程度上采用了正式的幸福感课程。我们试图确定现有健康教育干预措施的普遍主题,以确定进一步开发课程的机会:我们对文献进行了一次范围审查,以确定在北美为本科医学生实施的幸福教育计划。我们检索了四个综合数据库和灰色文献,仅收录了已发表的原创研究。两名独立研究人员筛选了所有论文,第三名研究人员负责解决分歧。两名研究人员使用不断改进的模板进行数据提取,第三名研究人员负责解决任何分歧:我们在初步搜索中发现了 3996 篇文章,其中 30 篇符合纳入标准,并被纳入进行进一步分析。最常见的干预类型是正念和冥想练习。27项研究发现,他们的身心健康课程对学习者的身心健康产生了积极的影响:我们的综述发现,经过评估并在文献中发表的幸福课程倡议很少。此外,迄今为止,幸福课程评估的方法和严谨性还有很大的改进空间。现有文献确实表明,采用幸福课程有可能改善医学生的学习效果。这些研究结果可用于协助制定经过验证的幸福课程框架,以促进幸福倡议。然而,尽管这样的课程可能是提高医科受训者幸福感的有效工具,但它不能孤立地实现变革;持久而有意义的变革需要在更广泛的系统框架和医学教育体系的文化结构中同时发生转变。
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The state of wellbeing education across North American medical schools: a scoping review.

Background/objective: Medical students experience increased rates of burnout and mental illness compared to the general population. Yet, it is unclear to what extent North American medical schools have adopted formal wellbeing curricula. We sought to establish prevailing themes of existing wellbeing educational interventions to identify opportunities for further curricular development.

Methods: We conducted a scoping review of the literature to identify wellbeing education programs implemented for undergraduate medical students across North America. We searched four comprehensive databases and grey literature and only included published original research. Two independent researchers screened all papers, with a third resolving disagreements. Two researchers conducted the data extraction using a continuously refined template, with a third researcher resolving any discrepancies.

Results: We identified 3996 articles in the initial search of which 30 met inclusion criteria and were included for further analysis. The most common types of interventions were mindfulness and meditation practices. 27 studies found that their wellbeing sessions contributed to positive wellbeing outcomes of learners.

Conclusions: Our review identified that there are few wellbeing curricular initiatives that have been evaluated and published in the literature. Additionally, the methodology and rigour of wellbeing curriculum evaluation to date leaves significant room for improvement. The existing literature does suggest that the adoption of a wellbeing curriculum has the potential to improve outcomes for medical students. These findings can be used to assist the development of a validated wellbeing curricular framework for wellbeing initiatives. However, while such a curriculum may represent an effective tool in enhancing medical trainee wellbeing, it cannot effect change in isolation; lasting and meaningful change will require concurrent shifts within the broader systemic framework and cultural fabric of the medical education system.

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