Resilience status of dental students and derived training needs and interventions to promote resilience.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

GMS Journal for Medical Education Pub Date : 2023-11-15 eCollection Date: 2023-01-01 DOI:10.3205/zma001649

Mia T Schwitters, Jan Kiesewetter

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引用次数: 0

Abstract

Background: The concept of resilience is defined differently in the literature, with the definition depending on the criteria under consideration. Currently, the most commonly used definition is: resilience as "psychological resistance to biological, psychological, and psychosocial developmental risks". In order to systematically enhance resilience, it is necessary to first determine specific training needs. This study examines the resilience status of dental students in Germany from different academic years and derives interventions for resilience enhancement, as the field of dentistry is considered one of the "most stressful professions".

Methods: To determine the resilience status, a questionnaire was developed, consisting of the 10-Item Connor-Davidson Resilience Scale (10-Item CD-RISC), the Maslach Burnout Inventory Scale (MBI), the Negative Self-Image Scale (NSBS), and five self-formulated closed-ended questions. A total of 320 questionnaires were distributed, with 184 responses (43.7% female) received, including partially completed forms.

Results: The resilience status shows an average moderate level of resilience (M=28.43; SD=5.57). The subcomponents of emotional exhaustion (M=23.66; SD=8.32) and reduced personal performance (M=33.69; SD=8.47) indicate an increased risk of burnout, but not depersonalization (M=5.04; SD=5.50). Overall, the participants have a positive self-image (M=1.72; SD=0.69).

Conclusion: The study reveals that dental students have a moderate level of resilience. Dental students are not inherently prone to burnout, but they show reduced levels of emotional exhaustion and personal performance, suggesting a need for interventions in these areas. Possible interventions tailored to these training needs are discussed in the article. Further research is needed to determine the effectiveness of these interventions.

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牙科学生的抗逆力状况以及由此产生的培训需求和干预措施，以提高抗逆力。

背景：抗逆力的概念在文献中有不同的定义，其定义取决于所考虑的标准。目前，最常用的定义是：复原力是指 "对生物、心理和社会心理发展风险的心理抵抗力"。为了系统地提高抗逆力，有必要首先确定具体的培训需求。由于牙科领域被认为是 "压力最大的职业 "之一，本研究对德国不同学年的牙科学生的复原力状况进行了调查，并得出了增强复原力的干预措施：为了确定学生的抗压能力状况，我们编制了一份调查问卷，其中包括 10 项康纳-戴维森抗压量表（10-Item CD-RISC）、马斯拉赫职业倦怠量表（MBI）、消极自我形象量表（NSBS）和五个自拟封闭式问题。共发放问卷 320 份，收到 184 份回复（43.7% 为女性），其中包括部分填写的问卷：复原力状况显示出平均中等复原力水平（M=28.43；SD=5.57）。情绪衰竭（M=23.66；SD=8.32）和个人表现下降（M=33.69；SD=8.47）这两个子项表明职业倦怠的风险增加，但人格解体（M=5.04；SD=5.50）的风险没有增加。总体而言，参与者的自我形象是积极的（M=1.72；SD=0.69）：研究表明，口腔医学生具有中等程度的抗逆力。口腔医学生并非天生就容易产生职业倦怠，但他们在情绪衰竭和个人表现方面的水平有所下降，这表明有必要在这些方面采取干预措施。文章讨论了针对这些培训需求可能采取的干预措施。要确定这些干预措施的有效性，还需要进一步的研究。

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.