PDF(Pubmed)
Abstract：
UNASSIGNED: Given the high rates of burnout and associated negative mental health outcomes (eg, depression, suicidal ideation, substance abuse) among medical students and physicians, it is imperative to identify strategies for supporting the future health workforce, particularly when considering trends indicating a future shortage of physicians. Understanding the associations of medical school students\' learning mindsets (eg, growth mindset, purpose and relevance, and sense of belonging) with indicators of well-being (eg, flourishing) and ill-being (eg, burnout) could provide a foundation for future research to consider when attempting to combat the negative mental health trends among medical students and physicians.
UNASSIGNED: To understand the associations of medical school students\' learning mindsets (ie, their beliefs about themselves as learners and their learning environment) with critical student health outcomes (ie, well-being and ill-being).
UNASSIGNED: This survey study used a nationally representative sample of first-year osteopathic medical school students across the US who responded to a survey of learning mindsets as well as measures of well-being and ill-being in fall 2022. Data were analyzed from January to April 2024.
UNASSIGNED: Learning mindsets were categorized as growth mindset, purpose and relevance, and sense of belonging. Well-being was categorized as flourishing and resilience, and ill-being was categorized as burnout and psychological symptoms. Outcomes were regressed on learning mindset and demographics variables, and interactions of demographic variables and learning mindsets were assessed.
UNASSIGNED: A total of 7839 students were surveyed, and 6622 students (mean [SD] age, 25.05 [3.20]; 3678 [55.5%] women) responded and were included in analyses. The 3 learning mindsets were significantly associated with flourishing (growth mindset: b = 0.34; 95% CI, 0.23 to 0.45; P < .001; purpose and relevance: b = 2.02; 95% CI, 1.83 to 2.20; P < .001; belonging uncertainty: b = -0.98; 95% CI, -1.08 to -0.89; P < .001) and resilience (growth mindset: b = 0.28; 95% CI, 0.17 to 0.40; P < .001; purpose and relevance: b = 1.62; 95% CI, 1.43 to 1.82; P < .001; belonging uncertainty: b = -1.50; 95% CI, -1.60 to -1.40; P < .001) well-being outcomes and burnout (growth mindset: b = -0.09; 95% CI, -0.11 to -0.07; P < .001; purpose and relevance: b = -0.29; 95% CI, -0.32 to -0.25; P < .001; belonging uncertainty: b = 0.28; 95% CI, 0.26 to 0.30; P < .001) and psychological symptoms (growth mindset: b = -0.22; 95% CI, -0.30 to -0.14; P < .001; purpose and relevance: b = -0.51; 95% CI, -0.64 to -0.38; P < .001; belonging uncertainty: b = 1.33; 95% CI, 1.27 to 1.40; P < .001) ill-being outcomes, even when controlling for important demographic characteristics (eg, race and ethnicity, gender identity, age). Furthermore, several significant interactions indicated that these learning mindsets may be particularly salient for students from historically marginalized communities: there was a significant interaction between growth mindset and race and ethnicity (b = 0.58; 95% CI, 0.08 to 1.09, P = .02), such that growth mindset was more strongly associated with flourishing among American Indian or Alaska Native, Black, Latine, or Native Hawaiian students.
UNASSIGNED: These findings suggest that identifying strategies for supporting students\' learning mindsets may be an effective way to support medical student well-being and reduce ill-being, particularly among students from historically marginalized backgrounds.
UNASSIGNED: To understand the associations of medical school students\' learning mindsets (ie, their beliefs about themselves as learners and their learning environment) with critical student health outcomes (ie, well-being and ill-being).
UNASSIGNED: This survey study used a nationally representative sample of first-year osteopathic medical school students across the US who responded to a survey of learning mindsets as well as measures of well-being and ill-being in fall 2022. Data were analyzed from January to April 2024.
UNASSIGNED: Learning mindsets were categorized as growth mindset, purpose and relevance, and sense of belonging. Well-being was categorized as flourishing and resilience, and ill-being was categorized as burnout and psychological symptoms. Outcomes were regressed on learning mindset and demographics variables, and interactions of demographic variables and learning mindsets were assessed.
UNASSIGNED: A total of 7839 students were surveyed, and 6622 students (mean [SD] age, 25.05 [3.20]; 3678 [55.5%] women) responded and were included in analyses. The 3 learning mindsets were significantly associated with flourishing (growth mindset: b = 0.34; 95% CI, 0.23 to 0.45; P < .001; purpose and relevance: b = 2.02; 95% CI, 1.83 to 2.20; P < .001; belonging uncertainty: b = -0.98; 95% CI, -1.08 to -0.89; P < .001) and resilience (growth mindset: b = 0.28; 95% CI, 0.17 to 0.40; P < .001; purpose and relevance: b = 1.62; 95% CI, 1.43 to 1.82; P < .001; belonging uncertainty: b = -1.50; 95% CI, -1.60 to -1.40; P < .001) well-being outcomes and burnout (growth mindset: b = -0.09; 95% CI, -0.11 to -0.07; P < .001; purpose and relevance: b = -0.29; 95% CI, -0.32 to -0.25; P < .001; belonging uncertainty: b = 0.28; 95% CI, 0.26 to 0.30; P < .001) and psychological symptoms (growth mindset: b = -0.22; 95% CI, -0.30 to -0.14; P < .001; purpose and relevance: b = -0.51; 95% CI, -0.64 to -0.38; P < .001; belonging uncertainty: b = 1.33; 95% CI, 1.27 to 1.40; P < .001) ill-being outcomes, even when controlling for important demographic characteristics (eg, race and ethnicity, gender identity, age). Furthermore, several significant interactions indicated that these learning mindsets may be particularly salient for students from historically marginalized communities: there was a significant interaction between growth mindset and race and ethnicity (b = 0.58; 95% CI, 0.08 to 1.09, P = .02), such that growth mindset was more strongly associated with flourishing among American Indian or Alaska Native, Black, Latine, or Native Hawaiian students.
UNASSIGNED: These findings suggest that identifying strategies for supporting students\' learning mindsets may be an effective way to support medical student well-being and reduce ill-being, particularly among students from historically marginalized backgrounds.
摘要：
■鉴于高职业倦怠率和相关的负面心理健康结果(例如，抑郁症,自杀意念,药物滥用)在医学生和医生中，必须确定支持未来卫生人力的战略，特别是在考虑表明未来医生短缺的趋势时。了解医学院学生学习思维的关联(例如，成长心态，目的和相关性，和归属感)与幸福感指标(例如，繁荣)和不适(例如，倦怠）可以为将来的研究奠定基础，以应对医学生和医生之间的负面心理健康趋势。
■了解医学院学生学习思维方式的关联（即，他们对自己作为学习者和学习环境的信念)与关键的学生健康结果(即，幸福和不幸)。
■这项调查研究使用了美国一年级整骨医学院学生的全国代表性样本，他们对2022年秋季的学习心态以及幸福和疾病的衡量标准进行了调查。数据从2024年1月至4月进行了分析。
■学习心态被归类为成长心态，目的和相关性，和归属感。幸福被归类为繁荣和韧性，疾病被归类为倦怠和心理症状。结果根据学习心态和人口统计变量进行回归，并评估了人口统计学变量和学习思维的相互作用。
■共调查了7839名学生，和6622名学生(平均[SD]年龄，25.05[3.20];3678[55.5％]女性）做出回应并纳入分析。<3种学习思维方式与繁荣显着相关（成长心态：b=0.34；95％CI，0.23至0.45；P<.001；目的和相关性：b=2.02；95％CI，1.83至2.20；P<.001；属于不确定性：b=-0.98；95％CI，-1.08至-0.89；P<.001）和心态（增长：b-0.40P<90％CI=0.即使在控制重要的人口统计学特征时(例如，种族和民族,性别认同,年龄)。此外，几个重要的相互作用表明，这些学习思维对于历史边缘化社区的学生来说可能特别突出:成长思维与种族和民族之间存在显著的相互作用(b=0.58;95%CI，0.08至1.09，P=.02)，因此，成长心态与美洲印第安人或阿拉斯加原住民的繁荣更紧密地联系在一起，黑色,拉丁,或夏威夷本土学生。
■这些研究结果表明，确定支持学生学习思维的策略可能是支持医学生健康和减少疾病的有效方法，特别是来自历史边缘化背景的学生。
■了解医学院学生学习思维方式的关联（即，他们对自己作为学习者和学习环境的信念)与关键的学生健康结果(即，幸福和不幸)。
■这项调查研究使用了美国一年级整骨医学院学生的全国代表性样本，他们对2022年秋季的学习心态以及幸福和疾病的衡量标准进行了调查。数据从2024年1月至4月进行了分析。
■学习心态被归类为成长心态，目的和相关性，和归属感。幸福被归类为繁荣和韧性，疾病被归类为倦怠和心理症状。结果根据学习心态和人口统计变量进行回归，并评估了人口统计学变量和学习思维的相互作用。
■共调查了7839名学生，和6622名学生(平均[SD]年龄，25.05[3.20];3678[55.5％]女性）做出回应并纳入分析。<3种学习思维方式与繁荣显着相关（成长心态：b=0.34；95％CI，0.23至0.45；P<.001；目的和相关性：b=2.02；95％CI，1.83至2.20；P<.001；属于不确定性：b=-0.98；95％CI，-1.08至-0.89；P<.001）和心态（增长：b-0.40P<90％CI=0.即使在控制重要的人口统计学特征时(例如，种族和民族,性别认同,年龄)。此外，几个重要的相互作用表明，这些学习思维对于历史边缘化社区的学生来说可能特别突出:成长思维与种族和民族之间存在显著的相互作用(b=0.58;95%CI，0.08至1.09，P=.02)，因此，成长心态与美洲印第安人或阿拉斯加原住民的繁荣更紧密地联系在一起，黑色,拉丁,或夏威夷本土学生。
■这些研究结果表明，确定支持学生学习思维的策略可能是支持医学生健康和减少疾病的有效方法，特别是来自历史边缘化背景的学生。
