Medical student well-being and lifelong learning: A motivational perspective

Бабенко, Оксана; Daniels, Lia M.; Ross, Shelley; White, Jonathan; Oswald, Anna

doi:10.4103/efh.efh_237_17

Cited by 26 publications

(25 citation statements)

References 42 publications

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“…This study is part of a larger research program on personal and contextual factors, including sport background, in learning and wellbeing of medical trainees [13,[18][19][20]. Ethics approval (#Pro00066510) was granted by the Research Ethics Board (REB 2) at the University of Alberta, Canada, prior to data collection.…”

Section: Methodsmentioning

confidence: 99%

Students’ perceptions of learning environment and their leisure-time exercise in medical school: Does sport background matter?

2020

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Introduction The effectiveness of medical school efforts in addressing suboptimal student wellbeing rests, in part, on how students perceive their learning environment. The study aim was to determine whether students' sport background was a contributing factor in students' perceptions of the medical program as supportive of their basic psychological needs for autonomy, competence, and relatedness. We also examined the relationship between sport background and students' leisure-time exercise in medical school. Methods Using an online questionnaire, quantitative data were collected from students enrolled in the 4-year medical program at a large Canadian university. Two hundred (n = 200) students had complete responses on the measures used in the study. Analysis of variance and correlational analysis were used to examine the relationships between students' sport background, their perceptions of the learning environment, and leisure-time exercise in medical school. Results Compared with students with no sport background, students with a team sport background perceived their need for relatedness to be satisfied to a greater degree in the medical program. Students who pursued sports at higher levels of involvement (competitively) perceived the medical program as more autonomy-supportive than students who pursued sports at lower levels of involvement (recreationally). Irrespective of their sport background, students'

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Section: Methodsmentioning

confidence: 99%

Students’ perceptions of learning environment and their leisure-time exercise in medical school: Does sport background matter?

2020

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“…Medical students are among the top of the academically high-performance university students. Between 50%–60% of medical students had stress and burnout [ 8 ]. With a higher responsibility in the health-related field and with a higher family and social expectations, higher stress and exhaustion were expected.…”

Section: Introductionmentioning

confidence: 99%

Impact of COVID-19 pandemic on happiness and stress: comparison of preclinical and clinical medical students

Isaradisaikul¹,

Thansuwonnont²,

Sangthongluan³

2021

Korean J Med Educ

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Purpose To compare differences in happiness and stress and related factors between pre-clinical and clinical year medical students during the coronavirus disease 2019 (COVID-19) pandemic. Methods A cross-sectional study was conducted in the Faculty of Medicine, Chiang Mai University, Thailand. All undergraduate medical students were requested to voluntarily respond to an electronic survey. Demographic data, related factors of happiness and stress, scores from the Thai version of the Oxford Happiness Questionnaire (Thai-OHQ), and Thai Stress Questionnaire (Thai-ST5) were collected. Results There were 369 responses, 64.8% from preclinical students and 35.2% responses from clinical students, and 53.9% were women. The mean age of the participants was 20.62±1.81 years. The most frequent platforms that the students used to track COVID-19 information were Facebook 43.9% and Twitter 43.4%. Both groups had a low level of stress. No difference was found in the Thai-OHQ score (p=0.323) and the Thai-ST5 score (p=0.278). With multivariable analysis, two factors significantly related to the happier students included higher health satisfaction scores (p<0.001) and maintaining an exercise program during the COVID-19 pandemic (p=0.015). Conclusion There was no difference in the happiness and stress levels between the two groups during the first outbreak of COVID-19 in Thailand. To increase happiness, promoting awareness of health satisfaction and regularity of exercise for the medical students should be initiated. To direct the information during a disease outbreak such as the COVID-19 pandemic, Facebook, and Twitter are the primary platforms to use.

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“…The study results showed variability in growth and fixed mindsets across participants with values ranging from 30%‐90% depending on the domain measured; however, one study did not report the growth mindset measures 35 . There were some correlations of fixed mindsets with measures of stress and anxiety, while a growth mindset was correlated with psychological well‐being 25,29,33 . Conversely, several studies showed no to minimal correlation with self‐reported medical errors, grade point average, communication and mental health aspects 24,26,32,35 .…”

Section: Resultsmentioning

confidence: 92%

“…Dark squares indicate the strategy used in the research study. Numbers at the top of each column are the reference numbers and are listed in chronological order of publication date 24‐50 …”

Section: Resultsmentioning

confidence: 99%

“…Most studies (n = 7, 50%) incorporated the Theories of Intelligence Inventory or Dweck's Mindset Instrument, which asks participants to rate their agreement with statements about their general intelligence and the ability to change it 8,12 . Studies varied in the number of questions they used from the instrument ranging from 2 to 20 items 24‐26,28,32,33,35 …”

Section: Resultsmentioning

confidence: 99%

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A review to characterise and map the growth mindset theory in health professions education

et al. 2020

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Introduction Growth mindset is a motivation theory proposed by Carol Dweck that posits our beliefs about intelligence, and the ability to change mindsets can have impacts on how we approach challenges, respond to criticism challenges and orient our goals. This study characterised articles on growth mindset theory in health professions education to: summarise the aspects of growth mindset being researched, describe the discussed benefits of growth mindset theory and outline strategies discussed that may promote a growth mindset. Methods A systematic review of the literature yielded 4927 articles—articles were reviewed and excluded if they were outside of health professions education and did not discuss Dweck's growth mindset theory. The final review yielded 14 research articles and 13 commentaries, which were characterised and analysed using content analysis. Results The included articles were published in 2016 and beyond; the articles represented a diverse context, participant type and approach. Most research studies measured participant mindsets and evaluated the correlation with other variables (eg grit, well‐being, anxiety). Articles often highlighted benefits and strategies to promote a growth mindset at the learner, educator and organisation level. The most common learner benefits were to help them be more receptive to feedback as well as increased resiliency and perseverance, educator benefits focused on supporting collaborative relationships and safe learning environments. The most prevalent strategies discussed were teaching learners about growth mindset theory, shifting faculty feedback to emphasise effort and to prioritise feedback across the organisation. Conclusion The growth mindset framework has been shown in other fields to help others manage educational challenges and enhance learning environments. Researchers are encouraged to explore how interventions such as teaching about and prioritising a growth mindset can support learners, health care professionals, educators and organisations.

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Medical student well-being and lifelong learning: A motivational perspective

Cited by 26 publications

References 42 publications

Students’ perceptions of learning environment and their leisure-time exercise in medical school: Does sport background matter?

Students’ perceptions of learning environment and their leisure-time exercise in medical school: Does sport background matter?

Impact of COVID-19 pandemic on happiness and stress: comparison of preclinical and clinical medical students

A review to characterise and map the growth mindset theory in health professions education

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