Peer-led Stress Prevention Seminars in the First Year of Medical School--A Project Report.
Peer-led Stress Prevention Seminars in the First Year of Medical School--A Project Report.
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DOI：
10.3205/zma001002
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发表时间：
2016
影响因子：
1.6
通讯作者：
Nikendei C
中科院分区：
文献类型：
--
作者：
Bugaj TJ;Mücksch C;Schmid C;Junne F;Erschens R;Herzog W;Nikendei C
导言：从医学研究的第一年开始，与样本人群相比，心理压力增加和倦怠患病率升高。同侪辅助学习原则以“平等学习”为特点，在医学教育中得到广泛应用。本报告旨在展示在实施一年后，为一年级医学生举办的同伴主导的压力预防研讨会的发展和评估情况。项目描述：在2013年11月至2014年1月和2014年11月至2014年12月期间，在海德堡医学院以小组（6-10名学生）的形式举办了三次压力预防研讨会，每次会议持续90分钟。在训练有素的同伴的带领下，研讨会的内容从心理教育元素，即时间管理策略的发展和考试焦虑的帮助，到放松技巧。所有的研讨会都通过问卷进行评估。所有问题都用李克特量表回答，范围从1到7（1=非常同意；7=非常不同意）。结果：75名学生同意参加研讨会（65%为女性，年龄20.5±3.3岁）。该系列研讨会在2013/14学年的平均成绩为1.2±0.4（1=非常好至6=不理想），次年的平均成绩为1.5±0.5，同行导师的能力评价为非常高（李克特量表合格率为1.4至1.5）。讨论：学生们非常积极的评价强调了研讨会对学生的重要性。这一提议似乎使学生们受益，尤其是在他们开始学习时要求苛刻的过渡阶段。在早期阶段实施预防措施以及使用PAL似乎都证明是有效的。结论：PAL在预防应激方面具有较好的效果。然而，具体的疗效研究仍然缺乏。
Introduction: From the beginning of the first year of medical studies, increased psychological stress and elevated burnout prevalence rates can be registered compared to sample populations. Characterized by learning “on an equal footing”, the principle of peer-assisted learning (PAL) is widely used in medical education. This report aims to showcase the development and evaluation of peer-led stress prevention seminars for first year medical students after one year of implementation. Project description: With each of the three sessions lasting 90 min., the stress prevention seminars took place in small groups (6-10 students) in the period from November 2013 to January 2014 and from November 2014 to December 2014 at the Medical Faculty of Heidelberg. Led by trained peers, the seminar content ranged from psycho-educational elements, i.e. time management strategy development and test anxiety assistance, to relaxation techniques. All seminar sessions were evaluated via questionnaire. All questions were answered on a Likert scale ranging from 1 to 7 (1=strongly agree; 7=strongly disagree). Results: 75 students consented to participate in seminars (65% female; aged 20.5±3.3 years). The series of seminars was averagely given the school grade of 1.2±0.4 (1=very good to 6=unsatisfactory) in WS 2013/14 and 1.5±0.5 in the following year and the peer tutors’ competence was evaluated as very high (1.4 to 1.5 approval rate on the Likert scale). Discussion: The seminar sessions’ importance to the students is underlined by their very positive evaluations. This offer seems to have benefited students especially during the demanding transitional phase at the start of their studies. Both the implementation of the preventive measure at an early stage as well as the use of PAL seem to have proven effective. Conclusion: PAL seems to be effective in the field of stress prevention. However, specific efficacy studies are still lacking.