Academic Journal
Addressing the physician burnout epidemic with resilience curricula in medical education: a systematic review
| العنوان: | Addressing the physician burnout epidemic with resilience curricula in medical education: a systematic review |
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| المؤلفون: | Chanhee Seo, Mario Corrado, Karine Fournier, Tayler Bailey, Kay-Anne Haykal |
| المصدر: | BMC Medical Education, Vol 21, Iss 1, Pp 1-25 (2021) |
| بيانات النشر: | BMC, 2021. |
| سنة النشر: | 2021 |
| المجموعة: | LCC:Special aspects of education LCC:Medicine |
| مصطلحات موضوعية: | Systematic review, Resilience, Curriculum, Undergraduate medical education (UGME), Post-graduate medical education (PGME), Special aspects of education, LC8-6691, Medicine |
| الوصف: | Abstract Background A variety of stressors throughout medical education have contributed to a burnout epidemic at both the undergraduate medical education (UGME) and postgraduate medical education (PGME) levels. In response, UGME and PGME programs have recently begun to explore resilience-based interventions. As these interventions are in their infancy, little is known about their efficacy in promoting trainee resilience. This systematic review aims to synthesize the available research evidence on the efficacy of resilience curricula in UGME and PGME. Methods We performed a comprehensive search of the literature using MEDLINE, EMBASE, PsycINFO, Educational Resources Information Centre (ERIC), and Education Source from their inception to June 2020. Studies reporting the effect of resilience curricula in UGME and PGME settings were included. A qualitative analysis of the available studies was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Risk of bias was assessed using the ROBINS-I Tool. Results Twenty-one studies met the inclusion criteria. Thirteen were single-arm studies, 6 quasi-experiments, and 2 RCTs. Thirty-eight percent (8/21; n = 598) were implemented in UGME, while 62 % (13/21, n = 778) were in PGME. There was significant heterogeneity in the duration, delivery, and curricular topics and only two studies implemented the same training model. Similarly, there was considerable variation in curricula outcome measures, with the majority reporting modest improvement in resilience, while three studies reported worsening of resilience upon completion of training. Overall assessment of risk of bias was moderate and only few curricula were previously validated by other research groups. Conclusions Findings suggest that resilience curricula may be of benefit to medical trainees. Resilience training is an emerging area of medical education that merits further investigation. Additional research is needed to construct optimal methods to foster resilience in medical education. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English |
| تدمد: | 1472-6920 |
| Relation: | https://doaj.org/toc/1472-6920 |
| DOI: | 10.1186/s12909-021-02495-0 |
| URL الوصول: | https://doaj.org/article/9dab12bbe73941a2a40f1d26f2b6b017 |
| رقم الانضمام: | edsdoj.9dab12bbe73941a2a40f1d26f2b6b017 |
| قاعدة البيانات: | Directory of Open Access Journals |
Full Text Finder | تدمد: | 14726920 |
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| DOI: | 10.1186/s12909-021-02495-0 |