医学工程:弥合医学生和非医学生之间的认知和情感距离

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Milan Toma, Faiz Syed, Lise McCoy, Michael Nizich, William Blazey
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引用次数: 0

摘要

在本研究中,我们着重于测量重要的职业态度的发展,如“同情满意度”和“倦怠”。来自四所不同学院的学生组成小组,构思创新的工程产品。在项目构思阶段,参与者完成了一项职业生活质量调查,以评估与同情满意度和倦怠相关的指标。平均而言,医学生和非医学生的同情心综合满意度得分均较高(42/50)。在职业倦怠方面,77%的医学生和81%的非医学生报告较低的职业倦怠;医学生的平均倦怠得分为19/50,非医学生的平均倦怠得分为17/50。只有一种说法在两组之间产生了统计学上的显著差异。对于“我是一个有爱心的人”这一表述,只有31%的医科学生自称“经常”是一个非常有爱心的人,而非医科学生的这一比例为62%。通过这个创新的课程项目,教师能够测量学生的同情,满意度和倦怠的学生参与。在科学理性的包围下,学生们学会了沟通和参与项目,这支持了积极的贡献和努力感,以及低倦怠感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Engineering in Medicine: Bridging the Cognitive and Emotional Distance between Medical and Non-Medical Students
In the current study, we focused on measuring the development of important professional attitudes, such as “compassion satisfaction” and “burnout”. Students from four different colleges worked in teams to conceptualize innovative engineering products. During the ideation phase of their project, participants completed a Professional Quality of Life survey to assess metrics related to compassion satisfaction and burnout. On average, the combined compassion satisfaction score was high for both medical students (42/50) and non-medical students (43/50). In terms of burnout, 77% of medical students and 81% of non-medical students reported low burnout; the average burnout score for medical students was 19/50, and for non-medical students 17/50. Only one statement produced a statistically significant difference between groups. For the statement, “I am a caring person”, only 31% of medical students self-described as being a very caring person ‘very often’ as opposed to 62% of non-medical students. Through this innovative curriculum project, faculty were able to measure the level of student compassion satisfaction, and burnout for the students involved. Surrounded by the rationality of science, students learned to communicate and contribute to projects that supported a positive sense of contribution and effort, and a low perception of burnout.
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来源期刊
自引率
23.10%
发文量
45
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