The roles of basic psychological needs, self-compassion, and self-efficacy in the development of mastery goals among medical students

Бабенко, Оксана; Oswald, Anna

doi:10.1080/0142159x.2018.1442564

Cited by 28 publications

(16 citation statements)

References 17 publications

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“…In a smaller sample of paediatric residents, self-compassion was positively associated with resilience (Olson, Kemper and Mahan, 2015). Self-compassion was also found to be significant in explaining mastery approach and avoidance goals in medical students by Babenko and Oswald (2018).…”

Section: Introductionmentioning

confidence: 83%

Self-care of Caregivers: Self-Compassion in a Population of Dutch Medical Students and Residents

Godthelpt¹,

Muntinga²,

Niessen³

et al. 2020

MedEdPublish

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Objectives: The incidence of burnout in medical students and residents continues to outpace that of the general population. Self-compassion, a concept in the study of well-being, may moderate against adverse mental health outcomes. The aim of this study is to extend prior research by investigating self-compassion levels in relation to sociodemographic variables and self-reported burnout in Dutch medical students and residents. Methods: We used a cross-sectional survey design. After inclusion, 295 participants completed the online survey. Self-compassion was measured using the Self-Compassion Scale Short-Form. Self-defined burnout symptoms were measured using a single-item measure. Data were analysed using multiple linear regression. Results: Being male was associated with having higher levels of self-compassion (β=0.131, p<.001) as well as being of higher age (β=0.175, p<.001). Reporting burnout was negatively associated with self-compassion (β=-.412, p<.001). Discussion: This study substantiated previous research linking low self-compassion to burnout, and showed a potential increased vulnerability of young and female students. Further investigation of causality and the processes underlying self-compassion development are needed to investigate whether self-compassion interventions can enhance the well-being of medical students and residents.

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Section: Introductionmentioning

confidence: 83%

Self-care of Caregivers: Self-Compassion in a Population of Dutch Medical Students and Residents

Godthelpt¹,

Muntinga²,

Niessen³

et al. 2020

MedEdPublish

View full text Add to dashboard Cite

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“…Neither the type nor the level of sport involvement was linked to students' perceptions of the learning environment as supportive of their need for competence in the medical program. We speculate that irrespective of sport background, students require support, feedback, and coaching in developing medical competencies [11] as well as in transferring non-academic skills to academic settings (e.g., training in how to manage challenges in their learning) [19].…”

Section: Discussionmentioning

confidence: 99%

“…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

Self Cite

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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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“…25,33 A system that de-emphasizes grades allows learners to set goals focused on mastery rather than performance. 46,47 In athletic training, a mastery goal (eg, to improve incorporation of patient values into clinical decisionmaking) is quite different than a performance goal (eg, to improve ability to take a history) or an avoidance goal (eg, don't forget to ask that question again). 46,47 An athletic training educational model that prioritizes preparedness to practice over skill acquisition forces a closer examination of grading practices.…”

Section: Benefits Of An Outcome-centric Educational Approachmentioning

confidence: 99%

“…46,47 In athletic training, a mastery goal (eg, to improve incorporation of patient values into clinical decisionmaking) is quite different than a performance goal (eg, to improve ability to take a history) or an avoidance goal (eg, don't forget to ask that question again). 46,47 An athletic training educational model that prioritizes preparedness to practice over skill acquisition forces a closer examination of grading practices. Traditional summative grading practices proport that a student who earns 100% is perfect, a learner who scores 75% understands only threefourths of the material, and an aspiring clinician with a score of 80% is exactly 2% less prepared than a student who scores 82%.…”

Section: Benefits Of An Outcome-centric Educational Approachmentioning

confidence: 99%

The Future of Health Professions Education: Considerations for Competency-Based Education in Athletic Training

Mace

Bacon

2019

Athletic Training Education Journal

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Context Competency-based education (CBE) has been in existence in the landscape of educating health professionals since the 1970s. Despite this, there is significant variability in how CBE is defined in publication, practice, and conversation. This variability has likely contributed to common misconceptions about what it means for an educational system to be competency based, how such a system would operate, and the prevalence of these systems in current practices. Objective To define CBE through a discussion of its evolution in health professions education and discuss considerations for its role in the education of athletic trainers (ATs). Background The CBE framework has solidified its place in medical education to address the need for health care professionals to provide care that is safe, effective, and responsive to patient beliefs, values, and circumstances. These same necessities exist in athletic training practice. However, CBE does not yet have a solid place in the preparation of ATs, nor does it seem to be well understood by educators in the field. Recommendations Athletic training educators should be familiar with CBE as an educational framework that is fundamentally flexible and outcome oriented. Flexible practices allow for progression based on learner capability, opportunistic content delivery, and variable timing for assessments. Components of CBE that are outcome centric emphasize preparedness to practice and purposeful location selection for formative assessments. Further, it is important to avoid misusing the phrase CBE as a means to describe any aspect of learning that pertains to competence, competency, or competencies. Conclusions To hold and maintain a place in the larger context of health care, athletic training educators should have a firm grasp on the concepts and practices of CBE. Future areas of scholarship should identify strategies to incorporate CBE into athletic training education and determine its effect on patient care.

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The roles of basic psychological needs, self-compassion, and self-efficacy in the development of mastery goals among medical students

Cited by 28 publications

References 17 publications

Self-care of Caregivers: Self-Compassion in a Population of Dutch Medical Students and Residents

Self-care of Caregivers: Self-Compassion in a Population of Dutch Medical Students and Residents

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

The Future of Health Professions Education: Considerations for Competency-Based Education in Athletic Training

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