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首页> 外文期刊>BMC Medical Education >Stress and stressors of medical student near-peer tutors during courses: a psychophysiological mixed methods study
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Stress and stressors of medical student near-peer tutors during courses: a psychophysiological mixed methods study

机译：医学生近级辅导员在课程中的压力和压力：心理生理学混合方法研究

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Structured peer-led tutorial courses are widespread and indispensable teaching methods that relieve teaching staff and contribute to the development of students’ competencies. Nevertheless, despite high general stress levels in medical students and associated increases in psychopathology, specific knowledge of peer tutors’ additional burdens is very limited. Sixty student near-peer tutors from two structured peer-teaching programmes volunteered to participate. On multiple occasions in three different course sessions, we assessed tutors’ subjective stress, affective state, heart rate variability, and salivary cortisol. Additionally, tutors named everyday and course-specific stressors, which were evaluated by means of content analyses. The study participation rate was high (63% of all active tutors). The participating tutors are socially well adapted and resilient individuals. They report a variety of stressors such as time pressure, participant characteristics, teacher role demands, and study requirements, but nevertheless display only moderate psychological and physiological stress that decreases over sessions. Tutors’ negative affect in sessions is low; their positive affect is consistently high for senior as well as novice tutors. Tutors rate their courses’ quality as high and quickly recover after sessions. Tutors successfully cope with teaching-associated and everyday life demands. The results corroborate the viability and success of current peer-teaching programmes from the tutors’ perspective. This study is the first to comprehensively quantify tutors’ stress and describe frequent stressors, thus contributing to the development of better peer teaching programmes and tutor qualification training.
机译：结构化的由同伴主导的教程课程是广泛且必不可少的教学方法，可以减轻教职人员的负担，并有助于提高学生的能力。尽管如此，尽管医学生普遍承受着很高的压力，并且心理病理学也随之增加，但是对同伴导师的额外负担的具体了解却非常有限。来自两个结构化的同伴教学计划的60名学生近等辅导员自愿参加。在三个不同的课程中，我们多次评估了教师的主观压力，情感状态，心率变异性和唾液皮质醇。此外，导师还命名了日常压力和特定于课程的压力源，并通过内容分析对其进行了评估。研究参与率很高（占所有活动导师的63％）。参与的导师具有良好的社会适应能力和韧性。他们报告了各种压力源，例如时间压力，参与者特征，老师的角色要求和学习要求，但尽管如此，它们只显示出适度的心理和生理压力，这些压力会随着时间的推移而降低。导师在课程中的负面影响很低;对于高级和初学者来说，他们的积极影响一直很高。导师将他们的课程质量评为“高”，并在课程结束后迅速恢复。导师成功地应对了与教学相关的日常生活需求。从导师的角度来看，结果证实了当前同-教学计划的可行性和成功性。这项研究是首次全面量化导师的压力并描述经常性的压力源，从而为更好的同伴教学计划和导师资格培训的发展做出了贡献。

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