4 领域健康倡议课程对内科住院医生的影响。

HCA healthcare journal of medicine Pub Date : 2024-06-01 eCollection Date: 2024-01-01 DOI:10.36518/2689-0216.1779
Esha Vallabhaneni, Luigi Cubeddu, Ryan Petit, Fernando Poli, Premal Patel, Cynthia Rivera
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引用次数: 0

摘要

背景:在医学界,培养幸福感(即快乐和健康的状态)已成为一种趋势。从历史上看,住院医师在培训期间面临的困扰率很高。在住院医师培训项目中开展有组织的幸福感课程,可将住院医师的心态从生存和应变能力转变为以目标、参与和快乐为中心:方法:在一个机构中,每 5 周为住院医师举办约 10 次幸福感讲习班,每学年总计约 20 个小时的课程。幸福感课程分为 4 个领域:认知扭曲和问题心态、正念和冥想、创造性出口和自我同情。针对 4 个领域分别提出了 4 个问题。第一个和第二个问题询问他们在参加工作坊之前和之后对该主题的熟悉程度,熟悉程度分为 1-5 级。第三和第四个问题是关于所学知识对其职业和个人生活的影响程度,以 1-5 分表示:结果:在学习课程之前,学员在所有领域的知识水平达到中等或中等以上的平均比例为 22.7%,而在完成课程之后,这一比例提高到了 77.3%。总体而言,58.6%的学员认为这些领域的知识对他们的职业生活有中等或极大的影响,83.6%的学员认为这些领域的知识对他们的个人生活有中等或极大的影响。毕业后第二年的住院医师和毕业后第三年的住院医师在健康工作坊前后的任何领域都没有明显差异:结论:在小组环境中实施的 4 个领域的健康课程对参与的住院医师的个人和职业生活产生了积极影响。需要进行更大规模的进一步研究,以评估该课程是否符合更广泛的医学界需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Impact of a 4-Domain Wellness-Initiative Curriculum on Internal Medicine Resident Physicians.

Background: There is a trend toward fostering well-being, or the state of being happy and healthy, within the medical community. Historically, resident physicians have faced high rates of distress during training. A structured well-being curriculum in residency programs may shift residents' mindsets from survival and resilience to one centered on purpose, engagement, and joy.

Methods: An original well-being curriculum was administered to residents in person at a single institution every 5 weeks for approximately 10 well-being workshops, totaling around 20 hours of curriculum exposure during every academic year. The well-being curriculum was divided into 4 domains: cognitive distortions and problematic mindsets, mindfulness and meditation, creative outlets, and self-compassion.Residents exposed to at least 1 year of the well-being curriculum were asked to answer an anonymous survey. Four questions were asked for each of the 4 domains. The first and second questions asked how familiar they were with the topic before and after the workshops on a scale of 1-5 of familiarity. The third and fourth questions asked how much the knowledge acquired influenced their professional and personal life on a scale of 1-5 of influence.

Results: Before curriculum exposure, the average for moderate or higher levels of knowledge across all domains was 22.7%, which improved to 77.3% after curriculum completion. Overall, 58.6% of participants felt the knowledge of the domains was moderately or extremely influential in their professional lives and 83.6% in their personal lives. There were no significant differences between post-graduate year 2 and post-graduate year 3 residents for any domains examined before and after the wellness workshops.

Conclusion: A 4-domain well-being curriculum practiced in a group setting positively impacted participating residents in their personal and professional lives. Further studies need to be performed on a larger scale to assess if the curriculum fits the needs of the broader medical community.

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