Exploring the cultivation of psychological resilience in medical students from the perspective of doctor–patient relationship.
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| Title: | Exploring the cultivation of psychological resilience in medical students from the perspective of doctor–patient relationship. |
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| Authors: | Tan, Yinuo1,2 tan0yi0nuo@zju.edu.cn, Wang, Juan1,2, Chen, Haiyan2,3, Yang, Mengyuan1,2, Zhu, Ning1,2, Yuan, Ying1,2 |
| Source: | Medical Teacher. Nov2024, Vol. 46 Issue 11, p1511-1515. 5p. |
| Subject Terms: | *Psychological resilience, *Psychological adaptation, *Teaching methods, *Emotions, *Medical students, *Online education, *Student attitudes, *Cognitive therapy, Mentalization, Mindfulness, Physician-patient relations, Biopsychosocial model |
| Geographic Terms: | China |
| Abstract: | The current medical model has transitioned from the original biomedical treatment model to a bio-psycho-social model, where patients now have higher demands for service awareness. Consequently, doctor–patient relationships have become a crucial aspect of the contemporary medical process. Currently, psychological resilience among medical students in China tends to be at a moderately lower level. Medical students often exhibit poor psychological qualities in handling contradictions in doctor–patient relationships. Moreover, there is a lack of emphasis on the education of corresponding psychological qualities for medical students during the teaching process. This deficiency is highly disadvantageous for medical students in their future management of doctor–patient relationships. The article explores how to cultivate psychological resilience in medical students and enhance their ability to handle conflicts in doctor–patient relationships from the perspective of doctor–patient relationships. The author suggests that schools should place greater emphasis on the psychological resilience of medical students, change teaching methods, incorporate online education to enhance the mentalization level of medical students, and propose an eight-week mindfulness cognitive therapy program to improve psychological resilience. The intervention process should consider establishing positive coping mechanisms, promoting good interpersonal relationships among medical students, and regulating individual negative emotions. Through simulating doctor–patient scenarios, teachers should consciously train the psychological resilience of medical students, improve their cognition and thinking abilities, and accelerate their psychological health recovery. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The current medical model has transitioned from the original biomedical treatment model to a bio-psycho-social model, where patients now have higher demands for service awareness. Consequently, doctor–patient relationships have become a crucial aspect of the contemporary medical process. Currently, psychological resilience among medical students in China tends to be at a moderately lower level. Medical students often exhibit poor psychological qualities in handling contradictions in doctor–patient relationships. Moreover, there is a lack of emphasis on the education of corresponding psychological qualities for medical students during the teaching process. This deficiency is highly disadvantageous for medical students in their future management of doctor–patient relationships. The article explores how to cultivate psychological resilience in medical students and enhance their ability to handle conflicts in doctor–patient relationships from the perspective of doctor–patient relationships. The author suggests that schools should place greater emphasis on the psychological resilience of medical students, change teaching methods, incorporate online education to enhance the mentalization level of medical students, and propose an eight-week mindfulness cognitive therapy program to improve psychological resilience. The intervention process should consider establishing positive coping mechanisms, promoting good interpersonal relationships among medical students, and regulating individual negative emotions. Through simulating doctor–patient scenarios, teachers should consciously train the psychological resilience of medical students, improve their cognition and thinking abilities, and accelerate their psychological health recovery. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2023.2295793 |
