Niigata University, Graduate School of Medical and Dental Sciences
Ontology highlight
ABSTRACT:
PROVIDER: EGAO00000001343 | EGA |
REPOSITORIES: EGA
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Project description:Organisation EGAO00000000315
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Project description:Organisation EGAO00000001236
| EGAO00000001236 | EGA
Project description:Organisation EGAO00000000605
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Project description:Organisation EGAO00000001144
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Project description:BackgroundThere is a gap in the literature about the experiences of active-duty military students pursuing a graduate degree in health sciences at a university that emphasizes a military context. This exploratory study investigates how graduate students navigate stress in the context of a military university.MethodThe study applied a mixed-methods approach including a survey (N = 59) and in-depth interviews (N = 16) of students enrolled in a graduate program at the School of Medicine (368 students) and School of Nursing (187 students). Survey data was collected via email blasts to various health science departments. In the survey, students could opt-in to complete in-depth interviews. Survey data were analyzed using cross-tabulations while a transcendental phenomenological approach was employed to code and analyze qualitative data.ResultsSurvey findings showed that more civilian students (70.6%) felt more noticeably and severely stressed than their active-duty counterparts (64.3%). Active-duty students were more likely to see their grades as a source of stress (76.2%) than their civilian counterparts (64.7%). Active-duty students were less likely to see finances as a source of stress (67.7%) than their civilian counterparts. Active-duty students were not as connected to their families and friends as their civilian counterparts were. The interviews found that active-duty students anticipated the coursework and were adept at juggling multiple demands; whereas, the civilian students centered their concerns around culture and collaboration. Active-duty students saw their program as less of a "big deal;" whereas, civilian students highlighted how they were concerned about the program and financial situations. Active-duty students relied on technical knowledge to understand their well-being; whereas, civilian students understood their well-being in holistic terms. Active-duty students focused on the idea of the individual, and how they take personal responsibility; whereas, civilian students focused more on self-care and compassion.ConclusionThe study found how civilian and active-duty students experienced stress, stressors, and other aspects that contextualize their experience with stress. Study findings may inform the design of interventions to improve student well-being and resilience mechanisms among similar graduate school contexts.
| S-EPMC11583747 | biostudies-literature
Project description:BackgroundThe management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor's EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum.MethodsFifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time.ResultsAnalysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments.ConclusionsThis report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school.
| S-EPMC3599294 | biostudies-literature
Project description:Defining professionalism in this constantly evolving world is not easy. How do you measure degrees of benevolence and compassion? If it is so obvious to our profession, what professionalism is, then why is it so difficult to teach it to medical students and residents? Today's definition of medical professionalism is evolving - from autonomy to accountability, from expert opinion to evidence-based medicine, and from self-interest to teamwork and shared responsibility. However, medical professionalism is defined as the basis for the trust in the patient-physician relationship, caring and compassion, insight, openness, respect for patient dignity, confidentiality, autonomy, presence, altruism, and those qualities that lead to trust-competence, integrity, honesty, morality, and ethical conduct. The purpose of this study is to explore professionalism in terms of its fundamental elements among medical students of Universiti Sultan Zainal Abidin (UniSZA). This was a cross-sectional study carried out on medical students of UniSZA. The study population included preclinical and clinical medical students of UniSZA from Year I to Year V of academic session 2014/2015. The simple random sampling technique was used to select the sample. Data were collected using a validated instrument. The data were then compiled and analyzed using SPSS Version 21. Out of 165 questionnaires distributed randomly among Year I to Year V medical students of UniSZA, 144 returned, giving a response rate of 87%. Among the study participants, 38% (54) and 62% (90) were males and females, respectively. The grand total score was 170.92±19.08. A total of 166.98±20.15 and 173.49±18.09 were the total professionalism score of male and female study participants, respectively, with no statistically significant (P=0.61) differences. This study found almost similar levels of familiarity with all fundamental issues of professionalism with no statistically (P>0.05) significant differences. Medical faculty members should give more effort for the professional development of medical doctor. Henceforth, researchers believe and expect that the country will produce more rational and holistic medical doctors.
| S-EPMC4966636 | biostudies-literature
Project description:Organisation EGAO00000000767
| EGAO00000000767 | EGA