Stress and stressors of medical student near-peer tutors during courses: a psychophysiological mixed methods study.
Adult
Attitude of Health Personnel
Curriculum
Education, Medical, Undergraduate
Female
Heart Rate
/ physiology
Humans
Hydrocortisone
/ metabolism
Male
Occupational Stress
/ metabolism
Peer Group
Qualitative Research
Saliva
/ chemistry
Stress, Psychological
/ metabolism
Students, Medical
/ psychology
Teaching
Voluntary Programs
Content analysis
Cortisol
Heart rate variability
Medical students
Mixed methods
Peer assisted learning
Peer teaching
Stress
Tutors
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
02 Apr 2019
02 Apr 2019
Historique:
received:
30
10
2018
accepted:
15
03
2019
entrez:
4
4
2019
pubmed:
4
4
2019
medline:
3
8
2019
Statut:
epublish
Résumé
Structured peer-led tutorial courses are widespread and indispensable teaching methods that relieve teaching staff and contribute to the development of students' competencies. Nevertheless, despite high general stress levels in medical students and associated increases in psychopathology, specific knowledge of peer tutors' additional burdens is very limited. Sixty student near-peer tutors from two structured peer-teaching programmes volunteered to participate. On multiple occasions in three different course sessions, we assessed tutors' subjective stress, affective state, heart rate variability, and salivary cortisol. Additionally, tutors named everyday and course-specific stressors, which were evaluated by means of content analyses. The study participation rate was high (63% of all active tutors). The participating tutors are socially well adapted and resilient individuals. They report a variety of stressors such as time pressure, participant characteristics, teacher role demands, and study requirements, but nevertheless display only moderate psychological and physiological stress that decreases over sessions. Tutors' negative affect in sessions is low; their positive affect is consistently high for senior as well as novice tutors. Tutors rate their courses' quality as high and quickly recover after sessions. Tutors successfully cope with teaching-associated and everyday life demands. The results corroborate the viability and success of current peer-teaching programmes from the tutors' perspective. This study is the first to comprehensively quantify tutors' stress and describe frequent stressors, thus contributing to the development of better peer teaching programmes and tutor qualification training.
Sections du résumé
BACKGROUND
BACKGROUND
Structured peer-led tutorial courses are widespread and indispensable teaching methods that relieve teaching staff and contribute to the development of students' competencies. Nevertheless, despite high general stress levels in medical students and associated increases in psychopathology, specific knowledge of peer tutors' additional burdens is very limited.
METHODS
METHODS
Sixty student near-peer tutors from two structured peer-teaching programmes volunteered to participate. On multiple occasions in three different course sessions, we assessed tutors' subjective stress, affective state, heart rate variability, and salivary cortisol. Additionally, tutors named everyday and course-specific stressors, which were evaluated by means of content analyses.
RESULTS
RESULTS
The study participation rate was high (63% of all active tutors). The participating tutors are socially well adapted and resilient individuals. They report a variety of stressors such as time pressure, participant characteristics, teacher role demands, and study requirements, but nevertheless display only moderate psychological and physiological stress that decreases over sessions. Tutors' negative affect in sessions is low; their positive affect is consistently high for senior as well as novice tutors. Tutors rate their courses' quality as high and quickly recover after sessions.
CONCLUSIONS
CONCLUSIONS
Tutors successfully cope with teaching-associated and everyday life demands. The results corroborate the viability and success of current peer-teaching programmes from the tutors' perspective. This study is the first to comprehensively quantify tutors' stress and describe frequent stressors, thus contributing to the development of better peer teaching programmes and tutor qualification training.
Identifiants
pubmed: 30940106
doi: 10.1186/s12909-019-1521-2
pii: 10.1186/s12909-019-1521-2
pmc: PMC6444608
doi:
Substances chimiques
Hydrocortisone
WI4X0X7BPJ
Types de publication
Journal Article
Langues
eng
Pagination
95Subventions
Organisme : Open Access Publikationsfonds of Ruprecht-Karls-Universität Heidelberg
ID : IN-1150438
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