儿科教师和培训生福利培训计划的演变。

IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Suzanne Reed, Julie A Young, Josephine Enciso, Emma Omoruyi, Rachel Cramton, Larry Hurtubise, Katherine Allison, John Mahan
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引用次数: 0

摘要

目的:高比率的痛苦和倦怠继续困扰着医生。“韧性、参与和意义的持续和培训”(STREAM)课程是美国卫生资源和服务管理局(HRSA)资助的项目,由来自7所学术机构的教师和培训生福利专家开发,旨在帮助解决这一持续而普遍的问题。方法:采用Kern的6步模型编制STREAM程序。STREAM内容的开发和迭代修订,以突出证据为依据的方法,以改善福祉。STREAM内容以PERMA-H框架为基础,突出了四大支柱:优化您的福祉,建立弹性,协作参与以改善您的工作,以及与医学中的快乐和意义联系起来。在会议期间,在个人一级和在工作环境中讨论了技能的实施。这份手稿描述了前两年STREAM课程的开发、实施和试点项目评估过程。结果:基于第一年的回顾和评估,我们对课程进行了多次修改。我们修改了原来的四个支柱,并加强了与PERMA-H模型的联系。我们从同步的虚拟模型过渡到面对面的会议,以提高参与度、参与度和意义。我们进一步增加了互动元素和有限说教内容的时间。深化公平包容内容建设。我们将教师会议和住校会议分开,以提高社区建设和团队活力。此外,我们还根据机构和参与者的需要,提供了“按菜单”提供会议的选项。结论:STREAM健康课程是促进儿科学术医学积极行为改变的一种有前景的模式。与健康相关的课程活动可能需要在过程中进行调整和修改,以改善交付和参与,并增加成功教育/培训的机会。我们必须继续为STREAM和其他健康干预措施的有效性建立证据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evolution of a Training Program for Pediatric Faculty and Trainee Wellbeing.

Objectives: High rates of distress and burnout continue to plague physicians. The Sustaining and Training for Resilience, Engagement and Meaning (STREAM) curriculum is a Health Resources and Services Administration (HRSA) funded program, developed by experts in faculty and trainee wellbeing from 7 academic institutions, to help address this ongoing and pervasive issue.

Methods: We used Kern's 6-step model to develop the STREAM program. STREAM content was developed and iteratively revised to highlight evidence-informed methods to improve wellbeing. STREAM content is grounded in the PERMA-H framework and highlights 4 pillars: Optimizing your Well-Being, Building Resilience, Collaborative Engagement to Improve your Work, and Connecting with Joy and Meaning in Medicine. Within sessions, implementation of skills was discussed at the individual level and within the work environment. This manuscript describes the process of development, implementation, and pilot program evaluation for the STREAM curriculum for the first 2 years.

Results: Based on review and assessment of year 1, we made multiple revisions of the curriculum. We revised the original four pillars and strengthened connection with the PERMA-H model. We transitioned from synchronous virtual model to in-person sessions to enhance engagement, buy-in, and meaning. We further increased time with interactive elements and limited didactic content. We deepened content related to equity and inclusion. We separated faculty and resident sessions to improve community-building and group dynamics. Additionally, we provided the option for sessions to be delivered "a la carte," depending on the needs of the institution and participants.

Conclusions: The STREAM wellbeing curriculum is a promising model to promote positive behavior change in pediatric academic medicine. Curricular activities related to wellness may require adjustment and modifications while in process to improve delivery and participation-and enhance chances of successful education/training. We must continue to build evidence for the effectiveness of STREAM and other wellness interventions.

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来源期刊
Journal of Medical Education and Curricular Development
Journal of Medical Education and Curricular Development EDUCATION, SCIENTIFIC DISCIPLINES-
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