2,229
Views
29
CrossRef citations to date
0
Altmetric
Articles

Basic psychological needs, more than mindfulness and resilience, relate to medical student stress: A case for shifting the focus of wellness curricula

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Aherne D, Farrant K, Hickey L, Hickey E, McGrath L, McGrath D. 2016. Mindfulness based stress reduction for medical students: optimising student satisfaction and engagement. BMC Med Educ. 16:209.
  • Baldwin CD, Craig MS, Garfunkel LC, Harris JP, Shone LP, Biondi E, Cellini MM, Varade WS. 2012. Autonomy-supportive medical education: let the force be within you. Acad Med. 87(11):1468–1469.
  • Bartholomew KJ, Ntoumanis N, Ryan RM, Thøgersen-Ntoumani C. 2011. Psychological need thwarting in the sport context: assessing the darker side of athletic experience. J Sport Exerc Psychol. 33:75–102.
  • Bernstein J, Carmel S. 1991. Gender differences over time in medical school stressors, anxiety, and the sense of coherence. Sex Roles. 24(5–6):335–344.
  • Blanch DC, Hall JA, Roter DL, Frankel RM. 2008. Medical student gender and issues of confidence. Patient Educ Couns. 72(3):374–381.
  • Bowen L, Marshall M, Murdoch-Eaton D. 2017. Medical student perceptions of feedback and feedback behaviors within the context of the “educational Alliance.” Acad Med. 92(9):1303–1312.
  • Brennan N, Corrigan O, Allard J, Archer J, Barnes R, Bleakley A, Collett T, De Bere SR. 2010. The transition from medical student to junior doctor: today’s experiences of tomorrow’s doctors. Med Educ. DOI:10.1111/j.1365-2923.2009.03604.x.
  • Brown KW, Ryan RM. 2003. The benefits of being present: mindfulness and its role in psychological well-being. J Pers Soc Psychol. DOI:10.1037/0022-3514.84.4.822.
  • Campbell-Sills L, Stein MB. 2007. Psychometric analysis and refinement of the Connor-Davidson Resilience Scale (CD-RISC): validation of a 10-item measure of resilience. J Traum Stress. 20(6):1019–1028.
  • Chen B, Vansteenkiste M, Beyers W, Boone L, Deci EL, Van der Kaap-Deeder J, Duriez B, Lens W, Matos L, Mouratidis A, et al. 2015. Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motiv Emot. 39(2):216–236.
  • Cohen S. 1994. Perceived stress scale. Psychology. http://www.mindgarden.com/documents/PerceivedStressScale.pdf.
  • Cokley K, Awad G, Smith L, Jackson S, Awosogba O, Hurst A, Stone S, Blondeau L, Roberts D. 2015. The roles of gender stigma consciousness, impostor phenomenon and academic self-concept in the academic outcomes of women and men. Sex Roles. 73(9–10):414–426.
  • Crockett C, Joshi C, Rosenbaum M, Suneja M. 2019. Learning to drive: resident physicians’ perceptions of how attending physicians promote and undermine autonomy. BMC Med Educ. 19:293.
  • Dahlin ME, Runeson B. 2007. Burnout and psychiatric morbidity among medical students entering clinical training: a three year prospective questionnaire and interview-based study. BMC Med Educ. 7:6.
  • Daya Z, Hearn JH. 2018. Mindfulness interventions in medical education: a systematic review of their impact on medical student stress, depression, fatigue and burnout. Med Teach. 40(2):146–153.
  • De Vibe M, Solhaug I, Tyssen R, Friborg O, Rosenvinge JH, Sørlie T, Bjørndal A. 2013. Mindfulness training for stress management: a randomised controlled study of medical and psychology students. BMC Med Educ. 13:107.
  • Deci EL, Ryan RM. 1980. The empirical exploration of intrinsic motivational processes. Adv Exp Soc Psychol. 13:39–80.
  • Dobkin PL, Hutchinson TA. 2013. Teaching mindfulness in medical school: where are we now and where are we going? Med Educ. DOI:10.1111/medu.12200.
  • Dunham L, Dekhtyar M, Gruener G, CichoskiKelly E, Deitz J, Elliott D, Stuber ML, Skochelak SE. 2017. Medical student perceptions of the learning environment in medical school change as students transition to clinical training in undergraduate medical school. Teach Learn Med. 29(4):383–391.
  • Dunn LB, Iglewicz A, Moutier C. 2008. A conceptual model of medical student well-being: promoting resilience and preventing burnout. Acad Psychiatry. 32(1):44–53.
  • Dyrbye L, Shanafelt T. 2016. A narrative review on burnout experienced by medical students and residents. Med Educ. 50(1):132–149.
  • Dyrbye LN, Thomas MR, Harper W, Massie FS, Power DV, Eacker A, Szydlo DW, Novotny PJ, Sloan JA, Shanafelt TD. 2009. The learning environment and medical student burnout: a multicentre study. Med Educ. 43(3):274–282.
  • Dyrbye LN, Thomas MR, Shanafelt TD. 2006. Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med. 81(4):354–373.
  • Farquhar J, Kamei R, Vidyarthi A. 2018. Strategies for enhancing medical student resilience: student and faculty member perspectives. Int J Med Educ. 9:1–6.
  • Genn JM. 2001a. AMEE Medical Education Guide No. 23 (Part 1): curriculum, environment, climate, quality and change in medical education - a unifying perspective. Med Teach. 23(4):337–344.
  • Genn JM. 2001b. AMEE Medical Education Guide No. 23 (Part 2): curriculum, environment, climate, quality and change in medical education - a unifying perspective. Med Teach. 23(5):445–454.
  • Gottlieb M, Chung A, Battaglioli N, Sebok-Syer SS, Kalantari A. 2020. Impostor syndrome among physicians and physicians in training: a scoping review. Med Educ. 54(2):116–124.
  • Henning K, Ey S, Shaw D. 1998. Perfectionism, the impostor phenomenon and psychological adjustment in medical, dental, nursing and pharmacy students. Med Educ. 32(5):456–464.
  • Hill MR, Goicochea S, Merlo LJ. 2018. In their own words: stressors facing medical students in the millennial generation. Med Educ Online. 23:1–11.
  • Hojat M, Glaser K, Xu G, Veloski JJ, Christian EB. 1999. Gender comparisons of medical students’ psychosocial profiles. Med Educ. 33(5):342–349.
  • Hojat M, Vergare MJ, Maxwell K, Brainard G, Herrine SK, Isenberg GA, Veloski J, Gonnella JS. 2009. The devil is in the third year: a longitudinal study of erosion of empathy in medical school. Acad Med. 84(9):1182–1191.
  • Ishak W, Nikravesh R, Lederer S, Perry R, Ogunyemi D, Bernstein C. 2013. Burnout in medical students: a systematic review. Clin Teach. 10(4):242–245.
  • Jadoon NA, Yaqoob R, Raza A, Shehzad MA, Choudhry ZS. 2010. Anxiety and depression among medical students: a cross-sectional study. J Pak Med Assoc. 60(8):699–702.
  • Kjeldstadli K, Tyssen R, Finset A, Hem E, Gude T, Gronvold NT, Ekeberg O, Vaglum P. 2006. Life satisfaction and resilience in medical school - a six-year longitudinal, nationwide and comparative study. BMC Med Educ. 6:48.
  • Kusurkar R, Croiset G, Kruitwagen C, ten Cate O. 2011. Validity evidence for the measurement of the strength of motivation for medical school. Adv Health Sci Educ Theory Pract. 16(2):183–195.
  • Kusurkar RA, Croiset G. 2015. Autonomy support for autonomous motivation in medical education. Med Educ Online. 20:27951.
  • Kusurkar RA, Croiset G, Galindo-Garré F, Ten Cate O. 2013. Motivational profiles of medical students: association with study effort, academic performance and exhaustion. BMC Med Educ. 13:87.
  • Kusurkar RA, Ten Cate TJ, Van Asperen M, Croiset G. 2011. Motivation as an independent and a dependent variable in medical education: a review of the literature. Med Teach. 33(5):242–262.
  • Lai NM, Nalliah S, Jutti RC, Hla YY, Lim VKE. 2009. The educational environment and self-perceived clinical competence of senior medical students in a Malaysian medical school. Educ Heal Chang Learn Pract. 22(2):148.
  • Luthar SS, Cicchetti D, Becker B. 2000. The construct of resilience: a critical evaluation and guidelines for future work. Child Dev. 71:542–562.
  • McAllister M, McKinnon J. 2009. The importance of teaching and learning resilience in the health disciplines: a critical review of the literature. Nurse Educ Today. 29(4):371–379.
  • McKenna KM, Hashimoto DA, Maguire MS, Bynum WE. 2016. The missing link: connection is the key to resilience in medical education. Acad Med. 91(9):1197–1199.
  • Miles S, Leinster SJ. 2007. Medical students’ perceptions of their educational environment: expected versus actual perceptions. Med Educ. 41(3):265–272.
  • Mouratidis A, Lens W, Vansteenkiste M. 2010. How you provide corrective feedback makes a difference: the motivating role of communicating in an autonomy-supporting way. J Sport Exerc Psychol. 32:619–637.
  • Neufeld A, Malin G. 2019. Exploring the relationship between medical student basic psychological need satisfaction, resilience, and well-being: a quantitative study. BMC Med Educ. 19(1):405.
  • Neufeld A, Malin G. 2020. How medical students’ perceptions of instructor autonomy-support mediate their motivation and psychological well-being. Med Teach. 32(2):204–217.
  • Niemiec CP, Ryan RM. 2009. Autonomy, competence, and relatedness in the classroom. Sch F. 7(2):133–144.
  • O’Brien B, Cooke M, Irby DM. 2007. Perceptions and attributions of third-year student struggles in clerkships: do students and clerkship directors agree? Acad Med. 2(10):970–978.
  • Orsini C, Binnie VI, Wilson SL. 2016. Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory. J Educ Eval Health Prof. 13:19.
  • Orsini CA, Binnie VI, Tricio JA. 2018. Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile. J Educ Eval Health Prof. 15:11.
  • Pidgeon AM, Keye M. 2014. Relationship between resilience, mindfulness, and psychological well-being in university students. Int J Lib Arts Soc Sci. 2(5):27–32.
  • Rahimi B, Baetz M, Bowen R, Balbuena L. 2014. Resilience, stress, and coping among Canadian medical students. Can Med Educ J. 5(1):e5–e12.
  • Rotenstein LS, Ramos MA, Torre M, Bradley Segal J, Peluso MJ, Guille C, Sen S, Mata DA. 2016. Prevalence of depression, depressive symptoms, and suicidal ideation among medical students a systematic review and meta-analysis. JAMA. 316(21):2214.
  • Ryan R, Deci E. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 55(1):68–78.
  • Ryan RM. 1995. Psychological needs and the facilitation of integrative processes. J Pers. 63(3):397–427.
  • Ryan RM, Brown KW. 2003. Why we don’t need self-esteem: on fundamental needs, contingent love, and mindfulness. Psychol Inq. 14(1):71–76.
  • Ryan RM, Deci EL. 2017. Self-determination theory: basic psychological needs in motivation development and wellness. New York (NY): Guilford Publishing.
  • Salgar ST. 2014. Stress in first year medical students. Int J of Biomed Adv Res. 5(1):05–80.
  • Shah M, Hasan S, Malik S, Sreeramareddy CT, Dahlin M, Joneborg N, Runeson B, Zocolillo M, Murphy G, Wetzel R, et al. 2010. Perceived stress, sources and severity of stress among medical undergraduates in a Pakistani Medical School. BMC Med Educ. 10(1):2. DOI:10.1186/1472-6920-10-2.
  • Slonim J, Kienhuis M, Di Benedetto M, Reece J. 2015. The relationships among self-care, dispositional mindfulness, and psychological distress in medical students. Med Educ Online. 20(1):27924.
  • Squiers JJ, Lobdell KW, Fann JI, DiMaio JM. 2017. Physician burnout: are we treating the symptoms instead of the disease? Ann Thorac Surg. 104(4):1117–1122.
  • Tackett S, Wright S, Lubin R, Li J, Pan H. 2017. International study of medical school learning environments and their relationship with student well-being and empathy. Med Educ. 51(3):280–289.
  • Tempski P, Martins MA, Paro HBMS. 2012. Teaching and learning resilience: A new agenda in medical education. Med Educ. 46(4):345–346.
  • Tempski P, Santos IS, Mayer FB, Enns SC, Perotta B, Paro HBMS, Gannam S, Peleias M, Garcia VL, Baldassin S, et al. 2015. Relationship among medical student resilience, educational environment and quality of life. PLoS One. 10(6):e0131535.
  • ten Cate OTJ, Kusurkar RA, Williams GC. 2011. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59. Med Teach. 33(12):961–973.
  • Vansteenkiste M, Ryan RM. 2013. On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. J Psychother Integr. 23(3):263–280.
  • Vaughn AR, Taasoobshirazi G, Johnson ML. 2019. Impostor phenomenon and motivation: women in higher education. Stud High Educ. 45(4):780–795.
  • Velez C, Gupta N, Gendreau P. 2019. The development and implementation of a longitudinal wellness curriculum for McGill University’s undergraduate medical program. Int J Whole Pers Care. 6(1):6–21.
  • Wasson LT, Cusmano A, Meli L, Louh I, Falzon L, Hampsey M, Young G, Shaffer J, Davidson KW. 2016. Association between learning environment interventions and medical student well-being a systematic review. JAMA. 316(21):2237.
  • Weinstein N, Brown KW, Ryan RM. 2009. A multi-method examination of the effects of mindfulness on stress attribution, coping, and emotional well-being. J Res Pers. 43(3):374–385.
  • Weinstein N, Ryan RM. 2011. A self-determination theory approach to understanding stress incursion and responses. Stress Heal. 27(1):4–17.
  • White CB. 2007. Smoothing out transitions: how pedagogy influences medical students’ achievement of self-regulated learning goals. Adv Heal Sci Educ. 12:279–297.
  • Williams GC, Deci EL. 1998. The importance of supporting autonomy in medical education. Ann Intern Med. 129(4):303.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.