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“You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula
This article examines the pre-vocational preparation of doctors to cope with the demands of clinical practice, drawing on literature from across a number of domains: mental health, psychological stress among medical students and medical practitioners; and self-care strategies in medicine curricula....
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Bohn Stafleu van Loghum
2014
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4235811/ https://www.ncbi.nlm.nih.gov/pubmed/25395229 http://dx.doi.org/10.1007/s40037-014-0145-9 |
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author | Outram, Sue Kelly, Brian |
author_facet | Outram, Sue Kelly, Brian |
author_sort | Outram, Sue |
collection | PubMed |
description | This article examines the pre-vocational preparation of doctors to cope with the demands of clinical practice, drawing on literature from across a number of domains: mental health, psychological stress among medical students and medical practitioners; and self-care strategies in medicine curricula. High rates of psychological distress in medical students and medical practitioners were consistently reported. A number of questions remain pertinent to medical education: how does the experience of medical education impact on this level of distress, and possibly exacerbate pre-existing student vulnerabilities? What will help future doctors respond to, and cope with, suffering in their patients? Can the formal curriculum build resilience? Medical schools and educators have a responsibility to address these questions and to provide effective self-care curricula. In this review promising interventions such as mindfulness training are reported, frameworks to guide self-awareness in medical students are suggested, and recommendations for a self-care curriculum are made. |
format | Online Article Text |
id | pubmed-4235811 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-42358112014-11-20 “You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula Outram, Sue Kelly, Brian Perspect Med Educ Eye-Opener This article examines the pre-vocational preparation of doctors to cope with the demands of clinical practice, drawing on literature from across a number of domains: mental health, psychological stress among medical students and medical practitioners; and self-care strategies in medicine curricula. High rates of psychological distress in medical students and medical practitioners were consistently reported. A number of questions remain pertinent to medical education: how does the experience of medical education impact on this level of distress, and possibly exacerbate pre-existing student vulnerabilities? What will help future doctors respond to, and cope with, suffering in their patients? Can the formal curriculum build resilience? Medical schools and educators have a responsibility to address these questions and to provide effective self-care curricula. In this review promising interventions such as mindfulness training are reported, frameworks to guide self-awareness in medical students are suggested, and recommendations for a self-care curriculum are made. Bohn Stafleu van Loghum 2014-11-14 2014-11 /pmc/articles/PMC4235811/ /pubmed/25395229 http://dx.doi.org/10.1007/s40037-014-0145-9 Text en © The Author(s) 2014 https://creativecommons.org/licenses/by/4.0/ Open AccessThis article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited. |
spellingShingle | Eye-Opener Outram, Sue Kelly, Brian “You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula |
title | “You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula |
title_full | “You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula |
title_fullStr | “You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula |
title_full_unstemmed | “You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula |
title_short | “You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula |
title_sort | “you teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula |
topic | Eye-Opener |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4235811/ https://www.ncbi.nlm.nih.gov/pubmed/25395229 http://dx.doi.org/10.1007/s40037-014-0145-9 |
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