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2022 ◽  
Vol 2 (2) ◽  
pp. 258-268
Author(s):  
Andrey Dwi Anandya ◽  
Abla Ghanie ◽  
Ahmad Hifni

Introduction. Resident doctors are susceptible to burnout syndrome, which are the combination of physical and psychological fatigue, that may affect their performance. Long-term pandemic of Covid-19 may also contribute to increase the severity of burnout among residents doctor, might be because the increasing of work time and effort to treat the patients during the time while maintaining prevention against the possible exposure that may harm themselves. This study was aimed to evaluate burnout prevalence among ENT (Ear-Nose-Throat) medical residents in Covid-19 pandemic, and its relation to certain factors of demographic and wellness. Methods. Thirty ENT medical residents of Medical Faculty of Sriwijaya University were enrolled as study population. Burnout was measured by Copenhagen Burnout Inventory (CBI) and divided by three parameters (personal,work-related, patient-related). Results. Among 30 ENT resident doctors at Rumah Sakit Moh. Hoesin, the mean level of personal burnout was 53.056 (SD 17.125), work-related burnout was 47.975 (SD 17.663), and patient-related burnout was 34.861 (SD 20.746). Conclusion. Marriage, female gender, and inadequacy of PPE may contribute to the development of burnout. The burnout among resident doctors is a serious matter regarding their role as a frontline doctor during the pandemic era, because it may affect not only their performance at work, but toward their life as well.


Author(s):  
Інна Бойченко

Статтю присвячено аналізу результатів апробації засобів ефективного становлення професійної самоідентичності майбутніх психологів та її складників, перш за все через активізацію процесів особистісного саморозвитку, формування уявлень про себе як професіонала, розвиток когнітивного, емоційно-оцінного, мотиваційного та поведінкового компонентів професійної самоідентичності в цілому. Завдання формувального експерименту з оптимізації професійної самоідентичності психологів включало: 1) розроблення програми оптимізації професійної самоідентичності для майбутніх психологів; 2) приведення неадекватно завищеного рівня самооцінки досліджуваних студентів-психологів під час навчально-професійної підготовки у адекватний стан за допомогою використання програми оптимізації; 3) зниження рівня тривожності та негативно-емоційного переживання майбутніх психологів під час навчання за допомогою програми; 4) підняття рівня пізнавальної активності майбутніх психологів під час навчання за допомогою програми. Розроблена тренінгова програма оптимізації становлення професійної самоідентичності майбутніх психологів. Вона містила такі активні соціально-психологічні методи: дискусії, рольові ігри, психогімнастичні прийоми, тренінги з домашніми завданнями, методами індивідуальної самостійної роботи. Мета тренінгової програми: коригування рівнів розвитку психолого-педагогічних складових майбутніх психологів у ході становлення їхньої професійної самоідентичності. Завдання тренінгової програми: 1) опанування студентами-психологами знань про професійну самоідентичність, що необхідна для їх ефективної майбутньої діяльності; 2) ознайомлення майбутніх психологів із методами та прийомами діагностики психологічних характеристик особистості, які впливають на становлення професійної самоідентичності; 3) оволодіння вміннями та навичками виконання конкретних професійних завдань, які виникають у процесі здійснення майбутньої діяльності, використовуючи для цього власні професійно значущі якості. Перший модуль був спрямований на підвищення пізнавальної активності майбутніх психологів, другий – на корекцію їхньої самооцінки, а третій – на корекцію їх емоційного стану. Для визначення ефективності програми оптимізації процесу професійної самоідентичності майбутніх психологів, нами було здійснено порівняльний аналіз рівнів розвитку особистісних складових у контрольній та експериментальній групах. Література Бондаренко, О.Ф. (1996). Психологічна допомога особистості. Харків : Фоліо. Будасси, С.А. (1972). Самооценка личности. Практические занятия по психологии. А.В.Петровского (Ред.), (с.30–37). Москва. Варбан, М.Ю. (1998). Рефлексія професійного становлення в юнацькому віці. Практична психологія та соціальна робота, 6–7, 80–83. Деркач, А.А., & Селезнева, Е.В. (2007). Акмеология в вопросах и ответах: Учебн. пособие. Москва : МПСИ, Воронеж : НПО МОДЭК. Джемс, У. (1982). Личность. Ю.Б. Гиппенрейтер & А.А. Пузырей (Ред.), Психология личности (с.61–70). Москва : Издательство МГУ. Дружиніна, І.А. (2010). Місце професійної ідентичності та ідентифікації у професійному просторі практичного психолога. Вісник Харківського національного педагогічного університету імені Г.С. Сковороди. Психологія, 37, 99–108. Харків : ХНПУ. Дубровина, И.В., Акимова, М.К., & Борисова, Е.М. (1995) Рабочая книга школьного психолога. И.В. Дубровиной (Ред.). Москва : Международная педагогическая академия. Євдокімова, О.О. (2009). Психологічні засади вищої технічної освіти. (Монографія). Харків : Нове слово. Зеер, Э.Ф. (2005). Психология профессий (учебное пособие). Москва : Академический Проект, Фонд «Мир». Кокун О.М. (2012). Психологія професійного становлення сучасного фахівця. (Монографія). Київ : ДП «Інформаційно-аналітичне агенство». Кон, И.С. (1980). Психология старшеклассника. Москва : Просвещение. Леонтьев, А.Н. (1975). Деятельность. Сознание. Личность. Москва : Политиздат. Ложкін, Г.В., & Волянюк, Н.Ю. (2008) Професійна ідентичність в контексті маргінальної поведінки. Соціальна психологія, 3, 123–130 Поваренков, Ю.В. (1991).Психология профессионального становления личности (основы психологической концепции профессионализации). Курск : Издательство КГПИ.  Рогов, Е.И. (1999). Настольная книга практического психолога (учеб. пособие 2-е изд., перераб. и доп. ). Книга 2: Работа психолога со взрослыми. Москва : Гуманитарное издательство: Центр ВЛАДОС. Семиченко, В.А (2000). Пріоритети професійної підготовки: діяльнісний чи особистісний підхід. Неперервна професійна освіта: проблеми, пошуки, перспективи (Монографія). І.Я. Зязюн (Ред.). (с. 176–203) Київ : Віпол. Сыманюк, Э.Э. (2005). Психологические барьеры профессионального развития личности. (Монография). Москва : Московский психолого-социальный институт. Шнейдер, Л.Б. (2007). Личностная, гендерная и профессиональная идентичность: теория и методы диагностики. Москва : Изд-во Моск. соц.-психол. ин-та. Adamek, R.L. (1971). Social Structure, Identification and Change in Treatment-Oriented Institution. Socialization, 162–188. Barbour, J., & Lammers, J. (2015) Measuring professional identity: a review of the literature and a multilevel confirmatory factor analysis of professional identity constructs. Journal of Professions and Organization, 2(1), 38–60. https://doi.org/10.1093/jpo/jou009 Ely, J.D. (1997). Community and the Politics of Identity: Toward the Genealogy of a Nation – State Concept. Stanford Humanities Review, 5 (2). Режим доступу: http://www.stanford.edu/group/SHR/ Neary, S. (2014). Professional Identity: What I Call Myself Defines Who I am. Career Matters, 2(3), 14–15. Pratt, M., Rockmann, K., & Kaufmann, J. (2006). Constructing Professional Identity: The Role of Work and Identity Learning Cycles in the Customization of Identity among Medical Residents. Academy Of Management Journal, 49(2), 235–262. https://doi.org/10.5465/amj.2006.20786060 Waterman, S. (1982). Identity development from adolescence to adulthood: Anextension of theory and a review. Devel. Psychology, 3 (18), 341–358. https://doi.org/10.1037/0012-1649.18.3.341


2021 ◽  
Vol 50 (1) ◽  
pp. 678-678
Author(s):  
Amina Pervaiz ◽  
Shefali Godara ◽  
Neelambuj Regmi ◽  
Kunwardeep Dhillon ◽  
Asil Daud ◽  
...  

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tài Pham ◽  
François Beloncle ◽  
Lise Piquilloud ◽  
Stephan Ehrmann ◽  
Damien Roux ◽  
...  

Abstract Background Understanding respiratory physiology and mechanical ventilation is a challenge for healthcare workers, particularly, medical residents. A team of French-speaking experts developed an innovative MOOC incorporating interactive simulation-based videos and serious games aiming at improving knowledge and skills in mechanical ventilation. Our objective was to evaluate the long-term knowledge retention regarding key concepts presented in this MOOC. Methods French residents registered for the MOOC 2020’s winter session were invited to participate in a two-step study. The first step consisted in evaluating students’ pre-course knowledge of respiratory physiology and mechanical ventilation fusing a 20 five-item multiple choice questions test with a total score ranging from 0 to 100. For the second step, the same students answered the same test (after shuffling the questions) six months after the completion of the course. We assessed the impact of this MOOC on the students’ knowledge retention by comparing pre-course and post-course scores. Result Of the 102 residents who agreed to participate in the study, 80 completed the course and their mean ± SD pre-course score was 76.0 ± 8.0. Fifty-one respondents also completed the second and their post-course score was significantly higher than the baseline one (83.1 ± 7.3 vs. 77.5 ± 7.6, p < 0.001). Scores of the first and second rounds did not differ upon comparing respondents’ background specialty or number of years of residency. For the vast majority of individual questions (96%), the success rate was higher at the post-course than at the pre-course assessment. Conclusion An innovative MOOC incorporating simulation-based videos was effective in teaching medical residents basic mechanical ventilation knowledge and skills, especially in the field of respiratory physiology and ventilatory modes. We observed effective long-term knowledge retention with a higher score at the post-course assessment six months after the completion of the course compared with the pre-course score.


2021 ◽  
Vol 15 (11) ◽  
pp. 1597-1602
Author(s):  
Jesus Reyna-Figueroa ◽  
Ivan Arvizu-Chavez ◽  
Eva Maria Luna-Rivera ◽  
Veronica Gonzalez-Olivo ◽  
Carla Contreras-Ochoa ◽  
...  

Introduction: COVID-19 was declared a pandemic in March 2020, requiring a comprehensive response from all healthcare systems, including Mexico’s. As medical residents’ training did not involve epidemic response, we decided to evaluate their level of training on this subject, specifically self-perceived knowledge level and capacity to respond to epidemiological crises. Methodology: Medical residents from two hospitals belonging to PEMEX (Mexico’s state-owned petroleum company) were included in a cross-sectional study. All participants answered a modified version of the survey developed by the University of Lovaina’s Center for Research and Education in Emergency Care. Participants were analyzed according to their relevant “clinical” or “surgical” residency tracks. Data were analyzed using through Chi-square tests, t-tests, Mann–Whitney U tests, Kruskal-Wallis tests, and Pearson and Spearman correlation coefficients with significance established at p < 0.05. Results: Of a total of 94 resident participants in this study, 56.7% self-perceived themselves as being poorly prepared to confront the pandemic. Only 25.5% of the participants referred previous experience in medical responses to public health emergencies, and only 35.1% reported ever receiving education on this topic. Conclusions: Medical residents—who have been involved with caring for victims of the pandemic—are under the general perception that they are not prepared, experienced, or educated enough to respond to such a widespread massive public health emergency.


Healthcare ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1580
Author(s):  
Joaquín García-Estañ ◽  
Jose María Cabrera-Maqueda ◽  
Eduardo González-Lozano ◽  
Jacinto Fernández-Pardo ◽  
Noemí M. Atucha

Background: Medical professionalism, defined as commitment to the primacy of patient welfare, is the basis for doctor–patient–society relationships, but previous research with medical students has shown that professionalism and social commitment to medicine may be waning. To determine if this trend also appears in recently qualified practicing doctors, we surveyed 90 newly graduated doctors currently working as medical residents in two university hospitals in Murcia, Spain. A previously validated questionnaire that studies the perception of six categories (responsibility, altruism, service, excellence, honesty and integrity, and respect) defining medical professionalism was used. Results: A good perception of professionalism was found among medical residents, with more than 70% positive responses in all these six categories. There is an increasing trend in the number of negative responses as the residency goes on. Altruism was the category with the greatest percentage of negative answers (22.3%) and Respect was the category with the lowest percentage (12.9%). Conclusions: The results show a good professionalism perception in medical residents, but also a slight decline in positive answers that began during medical school. A significant trend was found when including both students and residents. Although there were some differences between students and residents, these were not statistically significant. Educational interventions are needed both at the level of medical school and postgraduate medical residency.


Author(s):  
Josepha Kuhn ◽  
Pieter van den Berg ◽  
Silvia Mamede ◽  
Laura Zwaan ◽  
Patrick Bindels ◽  
...  

AbstractWhen physicians do not estimate their diagnostic accuracy correctly, i.e. show inaccurate diagnostic calibration, diagnostic errors or overtesting can occur. A previous study showed that physicians’ diagnostic calibration for easy cases improved, after they received feedback on their previous diagnoses. We investigated whether diagnostic calibration would also improve from this feedback when cases were more difficult. Sixty-nine general-practice residents were randomly assigned to one of two conditions. In the feedback condition, they diagnosed a case, rated their confidence in their diagnosis, their invested mental effort, and case complexity, and then were shown the correct diagnosis (feedback). This was repeated for 12 cases. Participants in the control condition did the same without receiving feedback. We analysed calibration in terms of (1) absolute accuracy (absolute difference between diagnostic accuracy and confidence), and (2) bias (confidence minus diagnostic calibration). There was no difference between the conditions in the measurements of calibration (absolute accuracy, p = .204; bias, p = .176). Post-hoc analyses showed that on correctly diagnosed cases (on which participants are either accurate or underconfident), calibration in the feedback condition was less accurate than in the control condition, p = .013. This study shows that feedback on diagnostic performance did not improve physicians’ calibration for more difficult cases. One explanation could be that participants were confronted with their mistakes and thereafter lowered their confidence ratings even if cases were diagnosed correctly. This shows how difficult it is to improve diagnostic calibration, which is important to prevent diagnostic errors or maltreatment.


2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Adriana Marcela Rincón Salazar ◽  
Francisco Lamus Lemus ◽  
Natalia Reinoso Chávez ◽  
Claudia Liliana Jaimes Peñuela

Los residentes médicos representan un rol fundamental en el proceso de formación de estudiantes, internos y co-residentes, con labores implícitas de docencia en sus obligaciones como estudiantes de posgrado y sin ningún tipo de formación para ello. Previo a la implementación de programas de “residente como docente”, resulta útil indagar sobre las experiencias docentes en contexto, para así desarrollar programas acordes a las características y necesidades del medio. Este estudio buscó identificar las variaciones en las experiencias docentes de residentes de Medicina Familiar de una Universidad en Colombia. Corresponde a una investigación cualitativa con un enfoque fenomenográfico. Participaron 15 residentes de diferentes años de formación. Se identificaron 5 categorías de descripción relacionadas de manera jerárquica y determinadas a partir de 7 dimensiones de variación. Las formas identificadas de experimentar el rol del “residente como docente” son el transmisor pasivo impuesto, el facilitador del conocimiento, el facilitador de la práctica clínica, el role model y el “lifelong learner”. Las variaciones en las experiencias del “residente como docente”, estuvieron determinadas por la interacción de factores personales y contextuales. Se identificó que las categorías de descripción se encuentran interconectadas, con el potencial de avanzar hacia la siguiente categoría. Lo anterior puede ser utilizado como sustrato para el desarrollo de un programa de “residente como docente” orientado a potenciar la transformación hacia las categorías de descripción en los niveles de mayor comprensión del rol, situación deseable en el contexto latinoamericano donde los residentes tienen diversas responsabilidades docentes. medical residents represent a fundamental role in the training process of students, interns and peer-residents, with implicit teaching obligations as postgraduate students and without any type of training for it. Prior to the implementation of a “resident as teacher” program, it is useful to inquire about teaching experiences in context, in order to develop programs according to the characteristics and needs of the environment. This study sought to identify the variations in the teaching experiences in Family Medicine residents in a Colombian University. This is a qualitative research with a phenomenographic approach. Fifteen residents from different years of training responded a semi-structures interview. We identified 5 categories of description related in a hierarchical way by 7 dimensions of variation. The ways of experiencing the “resident as teacher” role are the imposed passive transmitter, the facilitator of knowledge, the facilitator of clinical practice, the role model and the “lifelong learner”. Variations in experiences of "resident as teacher" are determined by the interaction of personal and contextual factors. It is necessary to emphasize that the description categories are interconnected, with the potential to advance to the next category. The above can be used as a platform for the development of a "resident as teacher" program aimed to promote functional academic transformations towards the description categories with deeper understanding of the teacher role, a desirable situation in the Latin American context where residents have diverse teaching responsabilities.


2021 ◽  
Vol 9 (4) ◽  
pp. 65-79
Author(s):  
Jeff Huarcaya-Victoria ◽  
Alberto Perales ◽  
Carlos Contreras-Pizarro ◽  
Anthony Salazar-Carranza

Background: Burnout syndrome in medical students and medical staff has been reported in Peru as a serious and frequent entity, which can have grievous personal and professional consequences. Although there are many studies carried out in other countries, the information on burnout syndrome in students of medicine and Peruvian doctors is still insufficient. Objective: To review and make a synthesis of published works on burnout syndrome in Peruvian students of medicine, medical residents and physicians during the last five years. Methodology: A literature search was performed using various databases (PubMed, SCOPUS, Scielo) regarding original articles on burnout in medical professional population and students of medicine published from 2015 to 2020. Results are presented in narrative form. Results: The prevalence of burnout syndrome in Peru has been reported in the range of 2.44–57.6% in students of medicine; 9.65–51.4% in medical residents; and 2.67–80% in physicians. Conclusions: Burnout syndrome in Peru has been reported with prevalence rates of a broad range, varying a lot. However, in the reviewed studies, methodological shortcomings were detected including little conceptual consensus among researchers by which criteria the presence of burnout should be identified, little consideration of the work environment and cultural factors in its analysis and a lack of longitudinal studies. All this hinders the global appreciation of the phenomenon and the use of the generated knowledge in proposing appropriate coping strategies.


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