Cargando…

“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....

Descripción completa

Detalles Bibliográficos
Autores principales: Outram, Sue, Kelly, Brian
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Bohn Stafleu van Loghum 2014
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
_version_ 1782345078901047296
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
work_keys_str_mv AT outramsue youteachustolistenbutyoudontteachusaboutsufferingselfcareandresiliencestrategiesinmedicalschoolcurricula
AT kellybrian youteachustolistenbutyoudontteachusaboutsufferingselfcareandresiliencestrategiesinmedicalschoolcurricula