Signaling hostility: The relationship between witnessing weight‐based discrimination in medical school and medical student well‐being

Increasing data suggest that for medical school students the stress of academic and psychologicaldemands can impair social emotions that are a core aspect of compassion and ultimately physiciancompetence. Few interventions have proven successful for enhancing physician compassion inways that persist in the face of suffering and that enable sustained caretaker well-being. To addressthis issue, the current study was designed to (1) investigate the feasibility of cognitively-basedcompassion training (CBCT) for second-year medical students, and (2) test whether CBCT decreasesdepression, enhances compassion, and improves daily functioning in medical students. Comparedto the wait-list group, students randomized to CBCT reported increased compassion, and decreasedloneliness and depression. Changes in compassion were most robust in individuals reporting highlevels of depression at baseline, suggesting that CBCT may benefit those most in need by breakingthe link between personal suffering and a concomitant drop in compassion

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Psychometric properties of the Medical Student Well-Being Index among medical students in a Malaysian medical school

Asian Journal of Psychiatry ◽

10.1016/j.ajp.2012.09.001 ◽

2013 ◽

Vol 6 (1) ◽

pp. 60-65 ◽

Cited By ~ 1

Author(s):

Muhamad Saiful Bahri Yusoff ◽

Mohd Jamil Yaacob ◽

Nyi Nyi Naing ◽

Ab Rahman Esa

Keyword(s):

Medical Student ◽

Medical Students ◽

Medical School ◽

Psychometric Properties ◽

Well Being

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Medical students’ attitudes towards mental health disclosure: a qualitative study

Journal of Public Mental Health ◽

10.1108/jpmh-05-2020-0051 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Ryan Christy

Keyword(s):

Mental Health ◽

Medical Student ◽

Medical Students ◽

Medical School ◽

Mental Health Problems ◽

Medical Curriculum ◽

Well Being ◽

Health Problems ◽

Medical Council ◽

Content Type

Purpose In 2013, the General Medical Council conducted research into best practice for supporting medical students with mental health concerns, producing a document outlining University’s duty of care. It also outlined reasons as to why medical students are susceptible to mental illness. The purpose of this paper is to explore what factors affected medical students' disclosure of mental health problems and their help-seeking behaviour today and if these differed from the GMC’s findings from 2013. Design/methodology/approach A questionnaire was issued to all University of Glasgow medical student year groups. In total, 72 people responded. All responses were then analysed by the primary researcher using Mayring’s six-step approach of systematic, rule guided qualitative text analysis. Findings Four main barriers to disclosure were revealed: fear of repercussions, medical student “expectations”, judgement and lack of support. Respondents feared being deemed unfit to practise, displaying “weakness” or being treated differently. They believed support provided was inadequate or inaccessible. Less than half felt the Medical School made mental health support easily available and only 11% were even aware of the GMC document. Respondents believed medical students were psychologically vulnerable due to Medical School environment, work load, “expectations” and course content. They perceived the Medical School was “a pressure cooker” for mental health problems and yet student well-being was not prioritised. Originality/value The research highlighted some key areas that universities should address, such as promoting support services available, recognising the unique stresses of the medical curriculum and the need for provision of resources that can be accessed without fear, stigmatisation or uncertainty.

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The Relationship Between Medical School–Based Pathology Departments and Affiliated Forensic Pathology Training Sites

Academic Pathology ◽

10.1177/23742895211040208 ◽

2021 ◽

Vol 8 ◽

pp. 237428952110402

Author(s):

David N. Bailey

Keyword(s):

Medical Student ◽

Medical School ◽

Forensic Pathology ◽

Financial Support ◽

Medical Examiner ◽

Academic Health ◽

Training Site ◽

School Based ◽

The Relationship ◽

Pathology Training

Medical school–based pathology departments were surveyed in order to evaluate their relationship with sites providing forensic pathology training. Of 59 departments surveyed, 49 (83%) responded. Most (88%) respondents indicated that training occurs at an affiliated medical examiner/coroner office, and 78% indicated that the facility is 10 miles or less from the academic health center. The majority (61%) of respondents require 4 weeks of forensic pathology training for their residents while the others require none (3); 6, 8, or 12 weeks (2 each); and 16 weeks (3, with two having integrated forensic and medical autopsies). The majority (81%) send one resident at a time to the forensic pathology training site, and almost always (92%) the experience is dedicated to forensic pathology without mixing with other training. Two-thirds of respondents send between 1 and 5 residents per year for training. Prior autopsy experience is required by 79% of departments. Medical student rotations in forensic pathology are available to 86% of reporting departments. Almost 3 quarters of respondents indicated that a forensic pathology fellowship is available through the training site with 83% being funded by the training site. About half of departments indicated that they provide some financial support to the site. Of reporting departments, 71% indicated that they give faculty appointments to forensic pathologists at the training site, with 3 quarters being voluntary appointments. Affiliated forensic pathology training sites are a valuable asset although 6 respondents report offering such training either totally or partially within the pathology department itself.

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Temporal Trends in Medical Student Burnout

Family Medicine ◽

10.22454/fammed.2019.270753 ◽

2019 ◽

Vol 51 (5) ◽

pp. 399-404 ◽

Cited By ~ 13

Author(s):

Maggie W. Hansell ◽

Ross M. Ungerleider ◽

Courtney A. Brooks ◽

Mark P. Knudson ◽

Julienne K. Kirk ◽

...

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical School ◽

Emotional Exhaustion ◽

Descriptive Analysis ◽

Temporal Trends ◽

Well Being ◽

Liaison Committee ◽

School Year ◽

Residency Match

Background and Objectives: There is a paucity of longitudinal data documenting the temporal development of distress and burnout during medical school. The aim of this study was to examine trends and identify stressors associated with medical student distress over 4 years of medical education. Methods: Medical students from the class of 2016 at a Liaison Committee on Medical Education-accredited medical school completed surveys nine times from orientation through after the residency match. Surveys included demographic variables and measured distress domains using the Medical Student Well-Being Index. The authors used Microsoft Excel to calculate the proportion of students screening positive for individual distress domains at each of the nine acquisition periods for descriptive analysis. Results: Students completed 886 total surveys for an 85% response rate, which was relatively consistent across collection periods. Medical student distress and burnout increased from two (2%) to 12 (12%) respondents and from 19 (17%) to 37 (38%) respondents, respectively, from matriculation through after the residency match (P<0.01). Depersonalization increased from 15 (13%) to 34 (35%) respondents and emotional exhaustion increased from six (5%) to 22 (22%) respondents across 4 years of medical education (P<0.01). Emotional exhaustion peaked after medical school year 1, at 37 (45%), and year 3, at 45 (44%) respondents, with improvement after summer break and residency match. Conclusions: The results supported the literature demonstrating the development of burnout during medical school. Depersonalization increased early in the education process with minimal regression after development. Emotional exhaustion demonstrated a surprising increase after exposure to clinical clerkships. Further studies could support or refute the universality of these trends and evaluate prevention and intervention efforts targeting these key inflection points.

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The Suffering Medical Students Attribute to Their Undergraduate Medical Education

Family Medicine ◽

10.22454/fammed.2018.116755 ◽

2018 ◽

Vol 50 (4) ◽

pp. 296-299 ◽

Cited By ~ 1

Author(s):

Thomas R. Egnew ◽

Peter R. Lewis ◽

Kimberly R. Meyers ◽

William R. Phillips

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical Students ◽

Medical School ◽

Student Perceptions ◽

Medical Training ◽

Well Being ◽

Negative Consequences ◽

Emotional Suppression ◽

School Teaching

Background and Objectives: The purpose of this study was to explore medical student perceptions of their medical school teaching and learning about human suffering and their recommendations for teaching about suffering. During data collection, students also shared their percerptions of personal suffering which they attributed to their medical education. Methods: In April through May 2015, we conducted focus groups involving a total of 51 students representing all four classes at two US medical schools. Results: Some students in all groups reported suffering that they attributed to the experience of medical school and the culture of medical education. Sources of suffering included isolation, stoicism, confusion about personal/professional identity and role as medical students, and witnessing suffering in patients, families, and colleagues. Students described emotional distress, dehumanization, powerlessness, and disillusionment as negative consequences of their suffering. Reported means of adaptation to their suffering included distraction, emotional suppression, compartmentalization, and reframing. Students also identified activities that promoted well-being: small-group discussions, protected opportunities for venting, and guidance for sharing their experiences. They recommended integration of these strategies longitudinally throughout medical training. Conclusions: Students reported suffering related to their medical education. They identified common causes of suffering, harmful consequences, and adaptive and supportive approaches to limit and/or ameliorate suffering. Understanding student suffering can complement efforts to reduce medical student distress and support well-being.

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The Relationship Between Hearing Loss Self-Management and Hearing Aid Benefit and Satisfaction

American Journal of Audiology ◽

10.1044/2018_aja-18-0130 ◽

2019 ◽

Vol 28 (2) ◽

pp. 274-284 ◽

Cited By ~ 6

Author(s):

Elizabeth Convery ◽

Gitte Keidser ◽

Louise Hickson ◽

Carly Meyer

Keyword(s):

Decision Making ◽

Hearing Loss ◽

Hearing Aids ◽

Clinical Decision Making ◽

Hearing Aid ◽

Well Being ◽

Self Report ◽

Self Management ◽

Hearing Aid Benefit ◽

The Relationship

Purpose Hearing loss self-management refers to the knowledge and skills people use to manage the effects of hearing loss on all aspects of their daily lives. The purpose of this study was to investigate the relationship between self-reported hearing loss self-management and hearing aid benefit and satisfaction. Method Thirty-seven adults with hearing loss, all of whom were current users of bilateral hearing aids, participated in this observational study. The participants completed self-report inventories probing their hearing loss self-management and hearing aid benefit and satisfaction. Correlation analysis was used to investigate the relationship between individual domains of hearing loss self-management and hearing aid benefit and satisfaction. Results Participants who reported better self-management of the effects of their hearing loss on their emotional well-being and social participation were more likely to report less aided listening difficulty in noisy and reverberant environments and greater satisfaction with the effect of their hearing aids on their self-image. Participants who reported better self-management in the areas of adhering to treatment, participating in shared decision making, accessing services and resources, attending appointments, and monitoring for changes in their hearing and functional status were more likely to report greater satisfaction with the sound quality and performance of their hearing aids. Conclusion Study findings highlight the potential for using information about a patient's hearing loss self-management in different domains as part of clinical decision making and management planning.

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Different Future Time Perspectives Interplay in Predicting Life Satisfaction

GeroPsych ◽

10.1024/1662-9647/a000192 ◽

2018 ◽

Vol 31 (3) ◽

pp. 103-113 ◽

Cited By ~ 7

Author(s):

Minjie Lu ◽

Angel Y. Li ◽

Helene H. Fung ◽

Klaus Rothermund ◽

Frieder R. Lang

Keyword(s):

Life Satisfaction ◽

Time Perspective ◽

Well Being ◽

Future Time Perspective ◽

Hong Kong Chinese ◽

Future Time ◽

Time Perspectives ◽

Time Extension ◽

Future Self ◽

The Relationship

Abstract. This study addresses prior mixed findings on the relationship between future time perspective (FTP) and well-being as well as examines the associations between three aspects of FTP and life satisfaction in the health and friendship domains. 159 Germans, 97 US Americans, and 240 Hong Kong Chinese, aged 19–86 years, completed a survey on future self-views (valence) and life satisfaction. They also reported the extent to which they perceived future time as expanded vs. limited (time extension) and meaningful (openness). Findings revealed that individuals with more positive future self-views had higher satisfaction. However, those who perceived their future as more meaningful or perceived more time in their future reported higher satisfaction even when future self-views were less positive.

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Compensatory Coping Through the Extension of Working Hours

Zeitschrift für Arbeits- und Organisationspsychologie A&O ◽

10.1026/0932-4089/a000285 ◽

2019 ◽

Vol 63 (3) ◽

pp. 115-128 ◽

Cited By ~ 1

Author(s):

Maie Stein ◽

Sylvie Vincent-Höper ◽

Nicole Deci ◽

Sabine Gregersen ◽

Albert Nienhaus

Keyword(s):

Job Demands ◽

Working Hours ◽

Well Being ◽

Leader Member Exchange ◽

Workplace Health ◽

High Quality ◽

Data Analyses ◽

Member Exchange ◽

The Relationship ◽

Advance Knowledge

Abstract. To advance knowledge of the mechanisms underlying the relationship between leadership and employees’ well-being, this study examines leaders’ effects on their employees’ compensatory coping efforts. Using an extension of the job demands–resources model, we propose that high-quality leader–member exchange (LMX) allows employees to cope with high job demands without increasing their effort expenditure through the extension of working hours. Data analyses ( N = 356) revealed that LMX buffers the effect of quantitative demands on the extension of working hours such that the indirect effect of quantitative demands on emotional exhaustion is only significant at low and average levels of LMX. This study indicates that integrating leadership with employees’ coping efforts into a unifying model contributes to understanding how leadership is related to employees’ well-being. The notion that leaders can affect their employees’ use of compensatory coping efforts that detract from well-being offers promising approaches to the promotion of workplace health.

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Emotional Impact Feedback Changes How We Remember Negative Autobiographical Experiences

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000042 ◽

2010 ◽

Vol 57 (5) ◽

pp. 354-359 ◽

Cited By ~ 10

Author(s):

Melanie K. T. Takarangi ◽

Deryn Strange

Keyword(s):

Well Being ◽

The Other ◽

Personal Perspective ◽

Emotional Impact ◽

Potential Mechanism ◽

Negative Experiences ◽

Negative Memory ◽

The Relationship ◽

Negative Memories ◽

Over Time

When people are told that their negative memories are worse than other people’s, do they later remember those events differently? We asked participants to recall a recent negative memory then, 24 h later, we gave some participants feedback about the emotional impact of their event – stating it was more or less negative compared to other people’s experiences. One week later, participants recalled the event again. We predicted that if feedback affected how participants remembered their negative experiences, their ratings of the memory’s characteristics should change over time. That is, when participants are told that their negative event is extremely negative, their memories should be more vivid, recollected strongly, and remembered from a personal perspective, compared to participants in the other conditions. Our results provide support for this hypothesis. We suggest that external feedback might be a potential mechanism in the relationship between negative memories and psychological well-being.

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