Time management and resilience as fundamental skills in medical education
Article Sidebar
Main Article Content
Abstract
Medical education is a complex and challenging process that requires students to acquire a variety of skills and knowledge. Time management and resilience can be addressed from a medical education policy perspective.
Planning, organization and delegation are the most common strategies, but they are not always sufficient to cope with the workload and academic stress faced by medical students. Implementing time management and resilience training programs, offering mental health services to students and health professionals, and promoting a culture of mental health in medical education institutions can help ensure they have the skills and support they need to succeed in their careers and maintain their mental health.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Usted es libre de:
- Compartir: copiar y redistribuir el material en cualquier medio o formato para cualquier propósito, incluso comercialmente.
- Adaptar: remezclar, transformar y construir a partir del material para cualquier propósito, incluso comercialmente.
- La licenciante no puede revocar estas libertades en tanto usted siga los términos de la licencia
Bajo los siguientes términos:
- Atribución: Usted debe dar crédito de manera adecuada, brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante.
- Compartir igual: — Si remezcla, transforma o crea a partir del material, debe distribuir su contribución bajo la misma licencia del original.
- No hay restricciones adicionales — No puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otras a hacer cualquier uso permitido por la licencia.
References
Cutrer WB, Miller B, Pusic MV, Mejicano G, Mangrulkar RS, Gruppen LD, et al. Fostering the development of master adaptive learners: a conceptual model to guide skill acquisition in medical education. Acad Med. 2017;92(1):70-75. doi: 10.1097/ACM.0000000000001323.
Vizeshfar F, Rakhshan M, Shirazi F, Dokoohaki R. The effect of time management education on critical care nurses' prioritization: a randomized clinical trial. Acute Crit Care. 2022;37(2):202-208. doi: 10.4266/acc.2021.01123.
Kötter T. Ansatzpunkte für Resilienzförderung im Medizinstudium - Was hält angehende Ärztinnen und Ärzte gesund? [Starting points for resilience promotion in medical education: what keeps future doctors healthy?]. Aktuelle Urol. 2019;50(2):190-194. German. doi: 10.1055/a-0834-5954.
Thomas M, Bigatti S. Perfectionism, impostor phenomenon, and mental health in medicine: a literature review. Int J Med Educ. 2020;11:201-213. doi: 10.5116/ijme.5f54.c8f8