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Effectiveness and feasibility of a mindful leadership course for medical specialists: a pilot study

机译：医学专家的谨慎领导课程的有效性与可行性：试点研究

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Medical specialists experience high levels of stress. This has an impact on their well-being, but also on quality of their leadership. In the current mixed method study, the feasibility and effectiveness of a course Mindful Leadership on burnout, well-being and leadership skills of medical specialists were evaluated. This is a non-randomized controlled pre-post evaluation using self-report questionnaires administered at 3?months before (control period), start and end of the training (intervention period). Burn-out symptoms, well-being and leadership skills were assessed with self-report questionnaires. Semi-structured interviews were used to qualitatively evaluate barriers and facilitators for completion of the course. From September 2014 to June 2016, 52 medical specialists participated in the study. Of these, 48 (92%) completed the course. Compared to the control period, the intervention period resulted in greater reductions of depersonalization (mean difference?=???1.2, p?=?0.06), worry (mean difference?=???4.3, p?=?0.04) and negative work-home interference (mean difference?=???0.2, p?=?0.03), and greater improvements of mindfulness (mean difference?=?0.5, p?=?0.04), life satisfaction (mean difference?=?0.4, p?=?0.01) and self-reported ethical leadership (mean difference?=?0.1, p?=?0.02). Effect sizes were generally small to medium (0.3 to 0.6) and large for life satisfaction (0.8). Appreciation of course elements was a major facilitator and the difficulty of finding time a major barrier for participating. A ‘Mindful Leadership’ course was feasible and not only effective in reducing burnout symptoms and improving well-being, but also appeared to have potential for improving leadership skills. Mindful leadership courses could be a valuable part of ongoing professional development programs for medical specialists.
机译：医学专家体验高度的压力。这对他们的福祉产生了影响，也对其领导的质量产生了影响。在目前的混合方法研究中，评估了课程领导对倦怠，福祉和医学专家领导技能的可行性和有效性。这是使用在3年前（控制期间），培训的开始和结束（干预期）之前给药的自我报告调查问卷的非随机对照前评估。通过自我报告问卷评估烧坏症状，福祉和领导技能。半结构化访谈用于定性评估课程完成的障碍和促进者。 2014年9月至2016年6月，52名医学专家参加了该研究。其中，48（92％）完成了课程。与控制周期相比，干预期导致依差化的减少（平均差异？= ??? 1.2，P？0.06），担心（平均差异？= ??? 4.3，P？= 0.04）和负面工作干扰（平均差异？= ??? 0.2，p？= 0.03），更大的态度改善（平均差异？=？0.5，p？=？0.04），生活满意度（平均差异？=？ 0.4，p？=？0.01）和自我报告的道德领导（平均差异？= 0.1，P？= 0.02）。效果大小一般小于中等（0.3至0.6），寿命满意度大（0.8）。课程元素的欣赏是一个主要的促进者，并且难以找到时间参与的主要障碍。一个“令人心态的领导力”课程是可行的，不仅有效减少倦怠症状并改善福祉，而且似乎似乎有可能提高领导技能。 Mindful的领导课程可能是医疗专家正在进行的专业发展计划的宝贵部分。

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