Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study

Abstract

Introduction Perception of one’s learning environment is associated with academic performance and well-being of medical students. Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. Discussion Based on these findings, we suggest specific strategies with the emphasis on context, participation, and social interaction within a community of practice to better support residents in training, which are applicable to other similar training programs.

Ansiedade e estresse na residência multiprofissional em saúde / Anxiety and stress in multiprofessional residency in healthcare

“…Embora nenhum dos artigos selecionados tenha abordado a relação entre o ano de residência com o estresse, estudos mostram indivíduos do primeiro ano com maiores níveis (34) e prevalência (26) de estresse, em relação aos do segundo ano, apesar de originarem de países diferentes. No entanto, outros estudiosos obtiveram resultados inversos (27,32) , possivelmente devido ao aumento da carga de trabalho, responsabilidade e acumulação do estresse ao longo dos anos (27) .…”

“…A menores foram os níveis de estresse percebidos, principalmente no que se refere à autonomia, apoio social e ensino (34) , dado semelhante encontrado em artigo grego (47) .…”

Burn-out and relationship with the learning environment among psychiatry residents: a longitudinal study

“…First, residents at different stages of their learning journey may require varying levels of support. 11 A longitudinal study would be able to provide a perspective of the learning trajectory and inter-relationship with burn-out. Second, the LE can be divided into the areas of role autonomy (RA), teaching and social support (SS).…”

Distance learning perceptions during the coronavirus outbreak: Freshmen versus more advanced students

“…Fear of failure seems to be an issue of concern for students in all years of study, with the trend rising as they complete more years (Newble & Clarke, 1986). However, an increase in stress level was found among first‐ and second‐year students, while fourth‐year students exhibited a decrease in stress, accompanied by more positive perceptions of the learning environment (Chew et al, 2019). In addition, according to Fadol et al (2018), grades are positively related to year of study.…”