Medical education (Chicago, Ill.)最新文献_第3页

Impostor syndrome among physicians and physicians in training: A scoping review. 医师和培训医师中的冒名顶替者综合征:范围审查

Medical education (Chicago, Ill.) Pub Date : 2020-02-01 Epub Date: 2019-11-06 DOI: 10.1111/medu.13956

Michael Gottlieb, Arlene Chung, Nicole Battaglioli, Stefanie S Sebok-Syer, Annahieta Kalantari

{"title":"Impostor syndrome among physicians and physicians in training: A scoping review.","authors":"Michael Gottlieb, Arlene Chung, Nicole Battaglioli, Stefanie S Sebok-Syer, Annahieta Kalantari","doi":"10.1111/medu.13956","DOIUrl":"10.1111/medu.13956","url":null,"abstract":"Context: Impostor syndrome (IS) is increasingly recognised as a condition among physicians and physicians in training. Impostor syndrome is especially problematic because of its association with increased rates of burnout and suicide. In order to address this issue, we need to fully understand its prevalence, scope, and factors associated with IS. The purpose of this scoping review is to analyse the existing literature on IS among practising physicians and physicians in training in order to identify current trends and directions for future research.Methods: The authors conducted a literature search of nine databases for any articles on IS among practising physicians or physicians in training published prior to January 2019. Two reviewers independently screened articles and identified 18 papers meeting the study inclusion criteria. Two authors independently extracted data and performed quantitative and qualitative syntheses consistent with best practice recommendations for scoping reviews.Results: Most studies utilised the Clance Impostor Phenomenon Scale and cited rates of IS ranging from 22% to 60%. Studies found that gender, low self-esteem and institutional culture were associated with higher rates of IS, whereas social support, validation of success, positive affirmation, and both personal and shared reflections were protective. Overall, IS was also associated with higher rates of burnout.Conclusions: This review summarises the existing literature on IS among practising physicians and physicians in training, providing valuable insights and areas for future research.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"54 1","pages":"116-124"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46090059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

When I say … entrustability. 当我说…可承受性

Medical education (Chicago, Ill.) Pub Date : 2020-02-01 Epub Date: 2019-11-19 DOI: 10.1111/medu.14005

Olle Ten Cate

引用次数: 0

In this issue 本期

Medical education (Chicago, Ill.) Pub Date : 2019-12-10 DOI: 10.1111/medu.14044

Iris Poesse

引用次数: 0

Call to expand teaching opportunities in rural family medicine 呼吁扩大农村家庭医学教学机会

Medical education (Chicago, Ill.) Pub Date : 2019-12-04 DOI: 10.1111/medu.14042

L. Walters, P. Worley

引用次数: 2

Embodying empathy: A phenomenological study of physician touch 体现移情:医生触摸的现象学研究

Medical education (Chicago, Ill.) Pub Date : 2019-12-03 DOI: 10.1111/medu.14040

M. Kelly, C. Svrcek, N. King, A. Scherpbier, T. Dornan

引用次数: 19

Mind the gap(s): The case for junior doctor involvement in change and innovation 注意差距：初级医生参与变革和创新的案例

Medical education (Chicago, Ill.) Pub Date : 2019-11-21 DOI: 10.1111/medu.14008

Scott Clarke, David Hope

{"title":"Mind the gap(s): The case for junior doctor involvement in change and innovation","authors":"Scott Clarke, David Hope","doi":"10.1111/medu.14008","DOIUrl":"https://doi.org/10.1111/medu.14008","url":null,"abstract":"We proposed that greater emphasis on experiencebased learning (ExBL), as a broad approach to clinical education, would allow medical students to assume clinical responsibility incrementally over time, thus approximating the role of senior medical student and newly qualified doctor.1 The recently published Association for Medical Education in Europe guide on ExBL describes it as a ‘21st century pedagogy of practicebased learning derived from the best current theory and evidence.’4 Experience-based learning espouses supported participation in clinical practice to develop student capability and facilitate professional identity formation, with the coparticipation of clinicians and patients. The provision of organisational and clinicianled support is a cornerstone of ExBL, enabling students to participate in practice, observing, rehearsing and contributing to patient care, based on their individual capabilities. This model of workplace learning, with cognitive, affective and practical support, can be applied throughout undergraduate clinical experience, including early patient contact, thus mitigating the apprehension of junior medical students transitioning to senior clinical clerkships, referred to by Davidson and Davidson.2 The wealth of evidence underpinning ExBL shows that facilitating students to experience responsibility for real patients in a supportive clinical context leads to affective capabilities. These include positive feelings (eg happiness, inspiration, greater motivation and confidence, empathy and compassion) as well as recognising and responding appropriately to ambiguous or negative feelings such as stress or anxiety. Through ExBL, medical students become capable doctors and the abrupt nature of the assumption of responsibility seen in our study is reduced.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/medu.14008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43935317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study “男子汉气概”：医学生对性别的认知和临床实践中的学习：一项定性研究

Medical education (Chicago, Ill.) Pub Date : 2019-11-19 DOI: 10.1111/medu.13959

R. Samuriwo, Yasumati Patel, K. Webb, A. Bullock

引用次数: 25

Building relationships to increase student assessment response rates 建立关系以提高学生评估的回复率

Medical education (Chicago, Ill.) Pub Date : 2019-11-01 DOI: 10.1111/medu.13972

V. McKinney, L. Graves, R. St John, Jayme Salinas

引用次数: 0

Erratum 勘误表

Medical education (Chicago, Ill.) Pub Date : 2019-11-01 DOI: 10.1111/medu.13947

引用次数: 0

Standardised medical student for clinician educator training 标准化医学生临床医师教育培训

Medical education (Chicago, Ill.) Pub Date : 2019-11-01 DOI: 10.1111/medu.13971

L. Carenzo, S. Oldani, F. L. Barra, L. Montagna

引用次数: 1