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首页> 外文期刊>Academic psychiatry: the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry >A Qualitative Analysis of Stress and Relaxation Themes Contributing to Burnout in First-Year Psychiatry and Medicine Residents
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A Qualitative Analysis of Stress and Relaxation Themes Contributing to Burnout in First-Year Psychiatry and Medicine Residents

机译：对初年精神病学和医学居民造成倦怠的压力与放松主题的定性分析

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Objective Qualitative research on trainee well-being can add nuance to the understanding of propagators of burnout, and the role for interventions aimed at supporting well-being. This qualitative study was conducted to identify (i) situations and environments that cause stress for trainees, (ii) stress-reducing activities that trainees utilize, and (iii) whether trainees who report distress (high burnout and depression scores) describe different stressors and relaxation factors than those who do not. Methods The study was conducted with a convenience sample of first-year medicine and psychiatry residents at a large urban teaching hospital. Participants were asked to complete electronic stress and relaxation diaries daily for 1?week. Diary entries were coded for recurrent themes. Participants were screened for burnout and depression. Codes were compared by subgroup based on baseline burnout and depression status to elucidate if specific themes emerged in these subgroups. Results Study sample included 51 interns. Sixteen (16/50, 32%) screened positive for burnout and three (3/50, 14%) had a positive depression screen. The most common stressors related to aspects of the learning environment, compounded by feeling under-equipped, overwhelmed, or out of time. The majority of relaxation activities involved social connection, food, other comforts, and occurred outside of the hospital environment. Conclusions This study reveals that interns (regardless of burnout or depression screen) identify stressors that derive primarily from organizational, interpersonal, and cultural experiences of the learning environment; whereas relaxation themes are diversely represented across realms (home, leisure, social, health), though emphasize activities that occur outside of the work place.
机译：客观定性研究实习生福祉可以为倦怠宣传者的理解增加差别，以及旨在支持福祉的干预措施的作用。进行了这种定性研究，以确定（i）造成教育人员应力的情况和环境，（ii）减少培训人利用的活动和（iii）报告遇险的学员是否（高倦怠和抑郁症）描述不同的压力源和放松的因素比那些没有的人。方法采用大型城市教学医院的一年医学和精神病居民的便利样本进行。被要求参与者每天填写电子应力和放松日记，每周一次。日记参赛作品被编码为经常性主题。参与者被筛选为倦怠和抑郁症。如果在这些亚组中出现的特定主题，则由基于基线倦怠和抑郁状态的子组进行比较。结果研究样品包括51个实习生。 16月（16/50,32％）筛选烧伤阳性，三（3/50,14％）有一个积极的抑郁液。与学习环境的方面相关的最常见的压力源，通过装备下的感觉复杂，不堪重负或多余的。大多数放松活动都涉及社会联系，食物，其他舒适，并发生在医院环境之外。结论本研究揭示了实习生（无论倦怠或抑郁症）识别主要来自学习环境的组织，人际关系和文化体验的压力源;虽然放松主题是跨领域（家庭，休闲，社交，健康）的宗旨，但虽然强调了在工作场所以外发生的活动。

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