Towards an understanding of medical student resilience in longitudinal integrated clerkships

BMC Medical Education

Lucie K. Walters¹  Leesa J. Walker¹  Janet N. Richards¹  Ken R. Fielke¹  Jennene Greenhill¹ 

[1] Flinders University Rural Clinical School, South Australia, Renmark 5341, South Australia

关键词: Interpretive approach;    Social learning theory;    Agentic learning;    Transformative learning theory;    Medical education;    Medical student;    Resilience;    Longitudinal integrated clerkship;   

Others  :  1224476
DOI  :  10.1186/s12909-015-0404-4

 received in 2015-01-19, accepted in 2015-07-06,  发布年份 2015

【 摘 要 】

Background

Resilience is required to succeed academically, overcome challenges during clinical training and cope positively with stress in future professional life. With medical students at high risk of mental illness, socially accountable medical schools are seeking to foster student resilience. This exploratory study proposes a conceptual framework for student resilience in longitudinal integrated clerkships (LICs).

Methods

This qualitative study sought to understand student resilience during the first year of clinical training in a rural LIC where there were consistent anecdotal reports of high student resilience. In-depth interviews were conducted with a purposive sample of 19 medical students, professional staff and clinician teachers. An interpretive approach was used to analyse the data with emerging concepts compared to define evolving theoretical constructs, and develop a conceptual framework.

Results

LIC students experienced adversity during the first clinical year of the medical course due to challenges encountered in the learning environment. This distress was moderated by: a secure, supportive learning environment; their profound learning journey; and utilisation of organisational structures to stay on course.

Conclusion

This triad of inter-related themes forms a conceptual model that challenges simplistic notions that medical courses should focus solely on providing tangible and emotional supports for students. How LIC programs may contribute to student wellbeing is discussed through the lenses of agentic, reflective and transformative learning.

【 授权许可】

   
2015 Greenhill et al.

【 图 表 】

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