“You teach us to listen,… but you don’t teach us about suffering”: self-care and resilience strategies in medical school curricula
نویسندگان
چکیده
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.
منابع مشابه
Developing resilience throughout the continuum of medical education
The thought provoking paper by Dr Outram on ‘you teach us to listen ... but you don’t teach us about suffering—self-care and resilience strategies in medical education,’ highlights the importance for medical educators to consider methods to develop resilience [1]. There has been a recent explosion of interest in teaching and learning resilience in medical education [2–4]. This commentary explor...
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