Exploration des leviers psychopédagogiques: compréhension qualitative des facteurs promouvant le bien-être chez les étudiants en médecine

Translated title of the contribution: Exploring psychoeducational levers: qualitative understanding of factors promoting well-being in medical students

Research output: Contribution to journalArticlepeer-review

Abstract

Context: This study followed a quantitative study that showed the positive effects of a 15-hour psychoeducational intervention aimed at the wellbeing of 3rd year pre-clinical medical students. Aim: To explore what students believe to be the source of these observed positive effects on their wellbeing. Methods: A thematic qualitative analysis was conducted on 192 texts sent by 192 students. Results: The qualitative content of the texts is consistent with and clarifies the positive effects observed in the quantitative study. Different processes could be identified as potentially causing these effects. The factors influencing the students' wellbeing can be grouped into three areas: at an intrapersonal level, the discovery of the self-regulation process and the content and tools learned through the intervention; at an interpersonal level, the development of a culture of sharing vulnerabilities among students; at the environmental level, the trainer' s attitudes and the pace and safe space of the intervention seem to explain the positive effects observed on the students. Conclusion: The qualitative study allowed us to go one step further by identifying, within the students' texts, processes that may be responsible for the benefits identified quantitatively on their wellbeing. Further quantitative studies would allow us to meaningfully test these identified processes in order to help health educators identify the levers to ensure the wellbeing of their students.

Translated title of the contributionExploring psychoeducational levers: qualitative understanding of factors promoting well-being in medical students
Original languageFrench
Article number1
Pages (from-to)5-12
Number of pages8
JournalPédagogie Médicale
Volume25
Issue number1
DOIs
Publication statusPublished - 16 Apr 2024

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