A Conceptual Model of Medical Student Well-Being: Promoting Resilience and Preventing Burnout

Abstract

Medical student well-being is affected by multiple stressors as well as positive aspects of medical training. Attention to individual students' coping reservoirs can help promote well-being and minimize burnout; formal and informal offerings within medical schools can help fill the reservoir. Helping students cultivate the skills to sustain their well-being throughout their careers has important payoffs for the overall medical education enterprise, for promotion of physician resilience and personal fulfillment, and for enhancement of professionalism and patient care. This and other models of coping should be empirically validated.

Why resilience managers aren’t resilient, and what human resource management can do about it

“…In much of this research, resilience is related to the work intensification caused by increased competitive rivalry, globalisation and economic turbulence, which in turn generate stress at the individual level (Gittell, 2008;King et al, 2015;Zagelmeyer & Gollan, 2012). This research sees resilience as an individual attribute or characteristic, defining it as, 'the developable capacity to rebound or bounce back from adversity, conflict, and failure' (Luthans, 2002) Through these attributes and mechanisms, resilience helps individuals to outperform their peers whilst under stress, and maintain well-being in high-pressure environments (Dunn et al, 2008). As a contributing factor towards employee psychological capital, alongside self-efficacy, hope and optimism (Dawkins …”

Negative and positive predictive relationships between coping strategies and the three burnout dimensions among Hungarian medical students

“…Eredményeink a hatékonyságcsökkenés magas prevalenciájáról orvostanhallgatók körében felvetik annak a lehetőségét, hogy ez a kiégési dimenzió a másik két dimenziótól függetlenül is kialakulhat, vagy differenciált erősítő kölcsönhatások léphetnek fel a hatékonyságcsökkenés és a másik két kiégésdimenzió között. Dunn és munkatársai [13] kimutatták, hogy az orvostanhallgatói kiégés kialakulásában szerepet játszanak a személyiségvonások, a temperamentum, valamint az elsajátított megküzdési stratégiák. Vizsgálatunkban az orvostanhallgatókra leginkább a problémára irányuló megküzdési stratégiák voltak jellemzők, bár az érzelem-központú és segítségkérő stratégiák gyakorisága is jelentős volt.…”

“…A modell alapján az orvostanhallgatói kiégés a tároló kiürülésekor lép fel. Ehhez az állapothoz a fent említett negatív tényezők és a maladaptív megküzdési stratégiák vezetnek [13].…”

Burnout in Portuguese Medical Students: Coping Strategies as a Mediating Variable

“…Dunn, Iglewicz and Moutier [1] proposed conceptual model of wellbeing in medical students. The authors consider there is a 'coping reservoir', which is affected by negative inputs (stress, internal conflicts, and time and energy demands), as well as by positive ones (psychosocial support, social activities, health and intellectual stimulation).…”

“…The burnout syndrome in medical students, has a negative impact at a personal level (increased risk of suicide, depression and anxiety, interpersonal difficulties), at a professional level (compromised patient care, increased medical errors, lower satisfaction with career, poor performance and poor quality of life), and at an academic level (it is correlated with thoughts of quitting the course); hence the importance of studying this syndrome and associated coping strategies [1][2][3][4][5][6][7][8][9][10].…”