Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study

Introduction Perception of one’s learning environment is associated with academic performance and well-being of medical students. Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environm...
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Autor*in:	Chew, Qian Hui [verfasserIn] Holmboe, Eric [verfasserIn] Sim, Kang [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2019

Schlagwörter:	Learning environment Psychiatry Stress Coping Residency

Übergeordnetes Werk:	Enthalten in: Perspectives on medical education - Houten : Bohn Stafleu van Loghum, 2012, 8(2019), 3 vom: 16. Mai, Seite 160-166
Übergeordnetes Werk:	volume:8 ; year:2019 ; number:3 ; day:16 ; month:05 ; pages:160-166

Links:	Volltext

DOI / URN:	10.1007/s40037-019-0512-7

Katalog-ID:	SPR032688792

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allfields	10.1007/s40037-019-0512-7 doi (DE-627)SPR032688792 (SPR)s40037-019-0512-7-e DE-627 ger DE-627 rakwb eng 610 ASE Chew, Qian Hui verfasserin aut Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction Perception of one’s learning environment is associated with academic performance and well-being of medical students. Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. Discussion Based on these findings, we suggest specific strategies with the emphasis on context, participation, and social interaction within a community of practice to better support residents in training, which are applicable to other similar training programs. Learning environment (dpeaa)DE-He213 Psychiatry (dpeaa)DE-He213 Stress (dpeaa)DE-He213 Coping (dpeaa)DE-He213 Residency (dpeaa)DE-He213 Holmboe, Eric verfasserin aut Sim, Kang verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 8(2019), 3 vom: 16. Mai, Seite 160-166 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:8 year:2019 number:3 day:16 month:05 pages:160-166 https://dx.doi.org/10.1007/s40037-019-0512-7 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 8 2019 3 16 05 160-166
spelling	10.1007/s40037-019-0512-7 doi (DE-627)SPR032688792 (SPR)s40037-019-0512-7-e DE-627 ger DE-627 rakwb eng 610 ASE Chew, Qian Hui verfasserin aut Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction Perception of one’s learning environment is associated with academic performance and well-being of medical students. Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. Discussion Based on these findings, we suggest specific strategies with the emphasis on context, participation, and social interaction within a community of practice to better support residents in training, which are applicable to other similar training programs. Learning environment (dpeaa)DE-He213 Psychiatry (dpeaa)DE-He213 Stress (dpeaa)DE-He213 Coping (dpeaa)DE-He213 Residency (dpeaa)DE-He213 Holmboe, Eric verfasserin aut Sim, Kang verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 8(2019), 3 vom: 16. Mai, Seite 160-166 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:8 year:2019 number:3 day:16 month:05 pages:160-166 https://dx.doi.org/10.1007/s40037-019-0512-7 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 8 2019 3 16 05 160-166
allfields_unstemmed	10.1007/s40037-019-0512-7 doi (DE-627)SPR032688792 (SPR)s40037-019-0512-7-e DE-627 ger DE-627 rakwb eng 610 ASE Chew, Qian Hui verfasserin aut Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction Perception of one’s learning environment is associated with academic performance and well-being of medical students. Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. Discussion Based on these findings, we suggest specific strategies with the emphasis on context, participation, and social interaction within a community of practice to better support residents in training, which are applicable to other similar training programs. Learning environment (dpeaa)DE-He213 Psychiatry (dpeaa)DE-He213 Stress (dpeaa)DE-He213 Coping (dpeaa)DE-He213 Residency (dpeaa)DE-He213 Holmboe, Eric verfasserin aut Sim, Kang verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 8(2019), 3 vom: 16. Mai, Seite 160-166 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:8 year:2019 number:3 day:16 month:05 pages:160-166 https://dx.doi.org/10.1007/s40037-019-0512-7 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 8 2019 3 16 05 160-166
allfieldsGer	10.1007/s40037-019-0512-7 doi (DE-627)SPR032688792 (SPR)s40037-019-0512-7-e DE-627 ger DE-627 rakwb eng 610 ASE Chew, Qian Hui verfasserin aut Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction Perception of one’s learning environment is associated with academic performance and well-being of medical students. Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. Discussion Based on these findings, we suggest specific strategies with the emphasis on context, participation, and social interaction within a community of practice to better support residents in training, which are applicable to other similar training programs. Learning environment (dpeaa)DE-He213 Psychiatry (dpeaa)DE-He213 Stress (dpeaa)DE-He213 Coping (dpeaa)DE-He213 Residency (dpeaa)DE-He213 Holmboe, Eric verfasserin aut Sim, Kang verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 8(2019), 3 vom: 16. Mai, Seite 160-166 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:8 year:2019 number:3 day:16 month:05 pages:160-166 https://dx.doi.org/10.1007/s40037-019-0512-7 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 8 2019 3 16 05 160-166
allfieldsSound	10.1007/s40037-019-0512-7 doi (DE-627)SPR032688792 (SPR)s40037-019-0512-7-e DE-627 ger DE-627 rakwb eng 610 ASE Chew, Qian Hui verfasserin aut Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction Perception of one’s learning environment is associated with academic performance and well-being of medical students. Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. Discussion Based on these findings, we suggest specific strategies with the emphasis on context, participation, and social interaction within a community of practice to better support residents in training, which are applicable to other similar training programs. Learning environment (dpeaa)DE-He213 Psychiatry (dpeaa)DE-He213 Stress (dpeaa)DE-He213 Coping (dpeaa)DE-He213 Residency (dpeaa)DE-He213 Holmboe, Eric verfasserin aut Sim, Kang verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 8(2019), 3 vom: 16. Mai, Seite 160-166 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:8 year:2019 number:3 day:16 month:05 pages:160-166 https://dx.doi.org/10.1007/s40037-019-0512-7 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 8 2019 3 16 05 160-166
language	English
source	Enthalten in Perspectives on medical education 8(2019), 3 vom: 16. Mai, Seite 160-166 volume:8 year:2019 number:3 day:16 month:05 pages:160-166
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Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. 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author	Chew, Qian Hui
spellingShingle	Chew, Qian Hui ddc 610 misc Learning environment misc Psychiatry misc Stress misc Coping misc Residency Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study
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title	Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study
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title_full	Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study
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title_sort	learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study
title_auth	Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study
abstract	Introduction Perception of one’s learning environment is associated with academic performance and well-being of medical students. Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. Discussion Based on these findings, we suggest specific strategies with the emphasis on context, participation, and social interaction within a community of practice to better support residents in training, which are applicable to other similar training programs.
abstractGer	Introduction Perception of one’s learning environment is associated with academic performance and well-being of medical students. Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. Discussion Based on these findings, we suggest specific strategies with the emphasis on context, participation, and social interaction within a community of practice to better support residents in training, which are applicable to other similar training programs.
abstract_unstemmed	Introduction Perception of one’s learning environment is associated with academic performance and well-being of medical students. Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. Discussion Based on these findings, we suggest specific strategies with the emphasis on context, participation, and social interaction within a community of practice to better support residents in training, which are applicable to other similar training programs.
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title_short	Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study
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Yet, few studies have explored learners’ perceptions and their correlates within a postgraduate environment. This study examined longitudinal changes in learning environment perception, perceived stress and coping for psychiatry residents in junior and senior years of training. Based on extant social learning theories, we hypothesized that learning environment perceptions will improve with seniority, and be accompanied by lower stress levels and better coping. Methods Eighty-two out of 101 psychiatry residents (81.2%) from our National Psychiatry Residency Program rated their perception of learning environment, perceived stress, and coping strategies from June 2016 to June 2018. Correlations between these variables, and changes across five timepoints were examined. Results Senior-year residents reported better perception of learning environment over time, together with increased use of problem-focused coping and lowered perceived stress levels. Junior-year residents reported no changes in learning environment perception and coping strategies, despite rating greater perceived stress levels over time. Perception of learning environment negatively correlated with perceived stress levels and specific coping strategies. 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Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study

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