How to ... Create Peer‐Facilitated Support Groups for Health Professions Students.
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| Title: | How to ... Create Peer‐Facilitated Support Groups for Health Professions Students. |
|---|---|
| Authors: | Beck‐Pancer, Devora1 (AUTHOR) devorab@fhcsd.org, Kryzhanovskaya, Irina V.2 (AUTHOR) irina.kryzhanovskaya@ucsf.edu |
| Source: | Clinical Teacher. Jun2025, Vol. 22 Issue 3, p1-4. 4p. |
| Subject Terms: | *Medical students, *Psychological burnout, *Group work in education, *Self-efficacy in students, *Psychotherapy, Mental health, Well-being, Peers |
| Abstract: | Mental health declines throughout medical school for many students with half of students reporting symptoms of burnout, which may negatively impact individual health and professional development. American College of Physicians in alignment with the PERMA well‐being model suggest organisations provide programming to promote belonging and social support through opportunities to connect with peers. To overcome a medical culture that encourages perfectionism (while hiding vulnerability) and to achieve meaningful interaction, brave and safe student spaces need to be created. Medical student support groups facilitated by psychotherapists and faculty have promoted well‐being yet are limited by facilitator availability and student concern for possible career implications. To create brave spaces for meaningful interaction, the authors created and implemented unstructured, participant‐directed, near‐peer facilitated medical student support groups. The authors recommend empowering student facilitators with (1) a brief training from a psychologist, (2) access to a faculty advisor, (3) a sample facilitator guide for 'how to' facilitate unstructured sessions and (4) opportunities for reflection and for receiving participant feedback. Participants and facilitators appreciated the opportunity to connect honestly with peers and have experiences normalised. Near‐peer facilitated support groups have the potential to improve the training experience, promote well‐being and mental health and shape the culture of medicine. [ABSTRACT FROM AUTHOR] |
| Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185257928 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How to ... Create Peer‐Facilitated Support Groups for Health Professions Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Beck‐Pancer%2C+Devora%22">Beck‐Pancer, Devora</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> devorab@fhcsd.org</i><br /><searchLink fieldCode="AR" term="%22Kryzhanovskaya%2C+Irina V%2E%22">Kryzhanovskaya, Irina V.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> irina.kryzhanovskaya@ucsf.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Jun2025, Vol. 22 Issue 3, p1-4. 4p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+burnout%22">Psychological burnout</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychotherapy%22">Psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Peers%22">Peers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Mental health declines throughout medical school for many students with half of students reporting symptoms of burnout, which may negatively impact individual health and professional development. American College of Physicians in alignment with the PERMA well‐being model suggest organisations provide programming to promote belonging and social support through opportunities to connect with peers. To overcome a medical culture that encourages perfectionism (while hiding vulnerability) and to achieve meaningful interaction, brave and safe student spaces need to be created. Medical student support groups facilitated by psychotherapists and faculty have promoted well‐being yet are limited by facilitator availability and student concern for possible career implications. To create brave spaces for meaningful interaction, the authors created and implemented unstructured, participant‐directed, near‐peer facilitated medical student support groups. The authors recommend empowering student facilitators with (1) a brief training from a psychologist, (2) access to a faculty advisor, (3) a sample facilitator guide for 'how to' facilitate unstructured sessions and (4) opportunities for reflection and for receiving participant feedback. Participants and facilitators appreciated the opportunity to connect honestly with peers and have experiences normalised. Near‐peer facilitated support groups have the potential to improve the training experience, promote well‐being and mental health and shape the culture of medicine. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185257928 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/tct.70080 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 1 Subjects: – SubjectFull: Medical students Type: general – SubjectFull: Psychological burnout Type: general – SubjectFull: Group work in education Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Psychotherapy Type: general – SubjectFull: Mental health Type: general – SubjectFull: Well-being Type: general – SubjectFull: Peers Type: general Titles: – TitleFull: How to ... Create Peer‐Facilitated Support Groups for Health Professions Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Beck‐Pancer, Devora – PersonEntity: Name: NameFull: Kryzhanovskaya, Irina V. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 22 – Type: issue Value: 3 Titles: – TitleFull: Clinical Teacher Type: main |
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