ORCID Profile
0000-0002-1373-9168
Current Organisations
Cape Peninsula University of Technology
,
Deakin University
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Publisher: Informa UK Limited
Date: 06-12-2021
Publisher: Springer International Publishing
Date: 2022
Publisher: JMIR Publications Inc.
Date: 04-02-2022
DOI: 10.2196/32992
Abstract: Medical student burnout is a prevalent problem with adverse long-term outcomes. Incorporating psychological resource-building interventions into comprehensive burnout prevention approaches during medical training is an identified priority among educators. These interventions could reduce burnout risk by buffering students against nonmodifiable career stressors. However, there is a need for rigorous investigation into optimal intervention targets and methods. Psychological flexibility (PF) is an adaptive behavioral skill set that has demonstrated relationships with medical student burnout and well-being. More broadly, there is evidence that PF mediates burnout and well-being outcomes and may be a protective factor. Efficacy studies assessing the benefits of interventions targeting PF among medical students are needed. Research also supports the need to establish optimal methods for increasing intervention efficacy in the context of in idual differences in burnout and PF by using in idualized approaches. This study aims to assess whether an app-delivered PF intervention (Acceptance and Commitment Training) reduces burnout and improves well-being among medical students. We will examine whether changes in burnout and well-being are mediated by changes in PF. The potential benefits of an in idualized version of the app versus those of a nonin idualized version will also be evaluated. In this 3-arm, parallel, randomized controlled study, a s le of medical students will be randomly allocated to 1 of 3 intervention arms (in idualized, nonin idualized, and waiting list) by using a 1:1:1 allocation ratio. Participants in the in idualized and nonin idualized intervention arms will have 5 weeks to access the app, which includes a PF concepts training session (stage 1) and access to short PF skill activities on demand (stage 2). Stage 2 will be either in idualized to meet participants’ identified PF training needs at each log-in or nonin idualized. Burnout, well-being, and PF will be assessed at baseline and after the intervention. Quantitative analyses will include descriptive and inferential statistics. We hypothesize that the Acceptance and Commitment Training intervention app will be effective in improving burnout and well-being and that changes in these outcomes will be mediated by changes in PF. We further hypothesize that participants in the in idualized intervention group will demonstrate greater improvements in burnout and well-being outcomes than those in the nonin idualized group. The findings of this study could guide the development of burnout prevention and well-being initiatives for medical students. Identifying PF as a mediating process would provide support for the delivery of preventive intervention programs that train in iduals to strengthen this psychological resource before burnout symptoms emerge. This would be an important step in addressing and potentially offsetting the significant costs of burnout among medical students and physicians. Demonstrating the superiority of an in idualized version of the app over a nonin idualized version would have implications for enhancing intervention precision and efficacy by using scalable interventions. Australian New Zealand Clinical Trials Registry ANZCTR 12621000911897 www.anzctr.org.au/ACTRN12621000911897.aspx PRR1-10.2196/32992
Publisher: Springer Nature Singapore
Date: 2022
Publisher: ACER Press
Date: 10-2020
Publisher: Cambridge University Press (CUP)
Date: 31-10-2023
DOI: 10.1017/AEE.2023.36
Publisher: Informa UK Limited
Date: 08-09-2022
Publisher: Informa UK Limited
Date: 25-11-2020
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Eurasian Society of Educational Research
Date: 15-06-2023
Abstract: style="text-align: justify " Out-of-field teaching in science is a phenomenon in many secondary schools across the world. While the reasons for out-of-field teaching are complex, its incidence is heightened in low socio-economic communities and in regional and remote school locations. Research on out-of-field science teaching in secondary schools has tended to focus on teacher competence, particularly in relation to pedagogical content knowledge. However, while teachers’ beliefs and teaching practices within their specialist subject are shown to be related, it is unclear how teachers’ beliefs and practices alter when teaching across subject boundaries. Using a boundary-crossing lens, where teachers engage in passing back and forth between different contexts, this study explored the relationship between teachers’ beliefs about their in-field and out-of-field discipline (science) and the connections to their teaching practice. Interview data, including a video-stimulated interview of a lesson in a teacher’s specialist field and then a subsequent out-of-field lesson, were analysed using the framework of a belief that investigated the relationships between in-field and out-of-field beliefs and practices. Findings indicate that those who teach science out-of-field revert to traditional ways of teaching, despite being more open and adventurous in their in-field discipline areas. However, there were significant instances of boundary crossing with their pedagogy to support their teaching – both in-field and out-of-field. These findings support the development of structured mechanisms and strategies to assist teachers to cross boundaries to establish new and unique interdisciplinary practices.
Publisher: Springer International Publishing
Date: 2022
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Coral Campbell.