• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>The Journal of Graduate Medical Education >Promoting Success: A Professional Development Coaching Program for Interns in Medicine
【24h】

Promoting Success: A Professional Development Coaching Program for Interns in Medicine

机译：促进成功：医学实习生专业发展教练计划

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background? Residency is an intense period. Challenges, including burnout, arise as new physicians develop their professional identities. Residency programs provide remediation, but emotional support for interns is often limited. Professional development coaching of interns, regardless of their performance, has not been reported.;Objective? Design, implement, and evaluate a program to support intern professional development through positive psychology coaching.;Methods? We implemented a professional development coaching program in a large residency program. The program included curriculum development, coach-intern interactions, and evaluative metrics. A total of 72 internal medicine interns and 26 internal medicine faculty participated in the first year. Interns and coaches were expected to meet quarterly; expected time commitments per year were 9 hours (per individual coached) for coaches, 5 1/2 hours for each individual coachee, and 70 hours for the director of the coaching program. Coaches and interns were asked to complete 2 surveys in the first year and to participate in qualitative interviews.;Results? Eighty-two percent of interns met with their coaches 3 or more times. Coaches and their interns assessed the program in multiple dimensions (participation, program and professional activities, burnout, coping, and coach-intern communication). Most of the interns (94%) rated the coaching program as good or excellent, and 96% would recommend this program to other residency programs. The experience of burnout was lower in this cohort compared with a prior cohort.;Conclusions? There is early evidence that a coaching program of interactions with faculty trained in positive psychology may advance intern development and partially address burnout.;What was known and gap Residency is an important but stressful period in physicians' professional development, with limited emotional support. Data are lacking on the efficacy of professional development coaching for residents.;What is new A program to support interns' professional development and identity formation through positive psychology coaching.;Limitations Lack of a comparison group, small sample size, and single specialty program reduce generalizability.;Bottom line Early evidence suggests intern development may be advanced, and burnout was partially addressed through the coaching program.;Editor's Note: The online version of this article contains an overview of the 2 faculty development coach training sessions, the intern mentor preference form, guides to sessions 1 through 4, a table of anticipated time commitments for participants, and demographic information.;Introduction The transition from medical student to resident is one of the most challenging transformational periods in physicians' development. During this time, their lack of experience, long work hours, and work compression collide.1,2 Research suggests that exaggerated stress responses can emerge under these circumstances.3,4 Interns have little time to assimilate all that they are learning and also manage their emotional development. This period contributes to a burnout prevalence as high as 81% by late internship year, as determined in a multi-institution study,5 suggesting that regular feedback and early identification of personality style may help combat burnout. Feedback obtained through traditional evaluations is often inadequate for helping residents understand their development.6,7 Caverzagie et al8 found that residents often focus only on patient care and medical knowledge, and may disregard feedback on their development in the other competencies (systems-based practice, practice-based learning and improvement, interpersonal communication, and professionalism). Another study showed that lower-performing residents do not readily identify weaknesses and overestimate their abilities.9 In contrast, higher-performing residents often underestimate their skills in core competency areas. This mismatch can produce
机译：背景？居住是一个激烈的时期。随着新医生制定其专业身份，包括倦怠，包括倦怠，包括倦怠。居住计划提供修复，但实习生的情感支持通常有限。专业发展教练实习生，无论其表现如何，都没有报告。;目标？设计，实施和评估通过积极的心理学教练支持实习生专业发展的计划。;方法？我们在大型居住计划中实施了专业发展的教练计划。该计划包括课程开发，教练实习互动和评估指标。共有72名内科实习生和26名内科教师参加了第一年。实习生和教练预计会季度举行会议;每年的预计时间承诺为9小时（每人执教）为教练，每位教练5个1/2小时，为教练计划的董事70小时。教练和实习生被要求在第一年完成2调查并参加定性访谈。;结果？百分之八十二妇的实习生会见了他们的教练3或更多次。教练和他们的实习生在多维方面评估了该计划（参与，计划和专业活动，倦怠，应对和教练实习沟通）。大多数实习生（94％）评为良好或优秀的教练计划，96％会将此计划推荐给其他居住计划。与先前的队列相比，这种队列的倦怠经验较低。;结论？有早期证据表明，与积极心理学培训的教师互动的教练计划可以推进实习生开发和部分地址倦怠。;所知和差距居住是医生专业发展中的一个重要而有力的时期，情绪支持有限。数据缺乏居民专业发展辅导的疗效。;通过积极的心理学教练支持实习生的专业发展和身份形成的新计划。;限制缺乏比较组，小样本规模，单一特种计划减少概括性。;底线早期证据表明实习生开发可能是先进的，倦怠通过教练计划部分解决。;编者注：本文的在线版本包含2个教师开发教练培训课程的概述，实习生偏好表格，指南到会话1到4，参与者的预期时间承诺，以及人口统计信息的表。;引入医学学生到居民的过渡是医生发展中最具挑战性的转型期之一。在此期间，他们缺乏经验，长期工作时间和工作压缩碰撞.1,2研究表明，在这种情况下，可以出现夸张的压力响应.3 4实习生几乎没有时间吸收他们正在学习的所有这些问题并管理他们的情绪发展。这一时期促进了实习年度高达81％的倦怠患病率，如多机构研究所确定的，提示定期反馈和人格风格的早期识别可能有助于打击倦怠。通过传统评估获得的反馈通常不足以帮助居民了解他们的发展.6,7 Caverzagie等人发现居民常专注于患者护理和医学知识，并可能忽视其在其他能力方面的发展（基于系统的实践，基于实践的学习和改进，人际关系的沟通和专业性）。另一项研究表明，较低表现的居民不容易识别弱点并高估它们的能力.9相比之下，更高的居民经常低估他们在核心竞争力区域的技能。这种不匹配可以产生

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号