medigraphic.com
SPANISH

Investigación en Educación Médica

ISSN 2007-5057 (Print)
Investigación en Educación Médica
  • Contents
  • View Archive
  • Information
    • General Information        
    • Directory
  • Publish
    • Instructions for authors        
  • medigraphic.com
    • Home
    • Journals index            
    • Register / Login
  • Mi perfil

2023, Number 47

<< Back Next >>

Inv Ed Med 2023; 12 (47)

Mental well-being, sense of coherence and sociodemographic factors in family medicine resident physicians

Ramos-Valle D, Saucedo-Martínez MG, Muñoz-Reyna PA
Full text How to cite this article

Language: Spanish
References: 38
Page: 77-90
PDF size: 540.94 Kb.


Key words:

Sense of coherence, mental health, medical residency, physicians, family.

ABSTRACT

Introduction: The World Health Organization considers that the university should be a social space in which health is promoted to improve or prevent diseases in the school community. In the various clinical-educational settings in which medical residents carry out their specialization, situations occur that affect their physical and mental health. The sense of coherence is their ability to perceive that you are competent and to handle any of these situations, regardless of what is going in their life, is an ability to select the coping style that best fits a given situation. Objective: To determine the relationship between mental wellness, sense of coherence and sociodemographic factors of interest in resident physicians specializing in family medicine. Method: A cross-sectional predictive study was carried out, with the participation of family medicine residents, with prior informed consent, sociodemographic factors were collected, their sense of coherence and mental wellness were measured by applying valid and reliable instruments. Using a generalized linear model, the relationship between these variables was estimated, adjusting for academic grade, p ≤ 0.05 values were considered statistically significant. Results: Sense of coherence was significantly associated with mental wellness (B = 0.223, CI 95% [0.137, 0.309], p = 0.000), in first-degree residents (B = –7.573, CI 95% [–12.637, –2.508], p = 0.003) and in second-degree residents (B = –6.336, CI 95% [–11.925, –0.748], p = 0.026). The deviance analysis (D2 = 0.6427) indicates that sense of coherence and academic degree reveal 64% of the variability of mental well-being. Conclusions: The sense of coherence had a significant relationship with the mental well-being in resident physicians specializing in family medicine; therefore, interventions aimed at promoting a sense of coherence can be designed and used to mitigate their mental well-being.


REFERENCES

  1. Tsouros A, Dowding G, Thompson J, Dooris M. HealthPromoting Universities: Concept, Experiences and Frameworkfor Action. Copenhagen, Denmark: World HealthOrganization; 1998. [Consultado 1 Jul 2022]. Disponible en:https://apps.who.int/iris/handle/10665/108095

  2. Martínez-Riera JR, Gallardo-Pino C, Aguiló-Pons A, Granados-Mendoza MC, López-Gómez J, Arroyo-Acevedo HV.La universidad como comunidad: universidades promotorasde salud. Informe SESPAS 2018. Gac Sanit. 2018;32(S1):86-91. doi:10.1016/j.gaceta.2018.08.002

  3. Comité de Expertos en Salud Mental de la OMS, OrganizaciónMundial de la Salud. Comité de Expertos en HigieneMental: informe de la segunda reunión, Ginebra, 11-16 deseptiembre de 1950. Organización Mundial de la Salud. [Consultado22 Jun 2022]. Disponible en: https://apps.who.int/iris/handle/10665/38043

  4. Organización Mundial de la Salud. Salud mental: un estadode bienestar. Ginebra: OMS. 2011 [Consultada el 1de julio de 2022]. Disponible en: https://web.archive.org/web/20130625005353/http://www.who.int/features/factfiles/mental_health/es/index.html

  5. Fusar-Poli P, Salazar de Pablo G, De Michel A, et al. What is goodmental health? A scoping review. European Neuropsychopharmacology.2020;31:33-95. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2661582/pdf/zdb773.pdf

  6. Hughes G, Spanner, L. The university mental health charter.Student Minds, Leeds. 2019 [Consultada el 10 de julio de2022]. Disponible en: https://www.studentminds.org.uk/uploads/3/7/8/4/3784584/191208_umhc_artwork.pdf

  7. Dyrbye LN, Thomas MR, Shanafelt TD. Systematic reviewof depression, anxiety, and other indicators of psychologicaldistress among U.S. and Canadian medical students. AcadMed. 2006;81:354-73. Disponible en: https://journals.lww.com/academicmedicine/Fulltext/2006/04000/Systematic_Review_of_Depression,_Anxiety,_and.9.aspx

  8. Rotenstein LS, Ramos MA, Torre M, Segal JB, Peluso MJ,Guille C, Sen S, Mata DA. Prevalence of Depression, DepressiveSymptoms, and Suicidal Ideation Among MedicalStudents: A Systematic Review and Meta-Analysis. JAMA.2016;316(21):2214-2236. doi:10.1001/jama.2016.17324

  9. Shiralkar MT, Harris TB, Eddins-Folensbee FF, et al. A SystematicReview of Stress-Management Programs for MedicalStudents. Acad Psychiatry. 2013;37:158-164. doi:10.1176/appi.ap.12010003

  10. Rosenzweig S, Reibel DK, Greeson JM, Brainard GC, HojatM. Mindfulness-based stress reduction lowers psychologicaldistress in medical students. Teaching and Learning in Medicine.2003;15(2):88-92. doi: 10.1207/S15328015TLM1502_03

  11. Lavadera P, Millon EM, Shors TJ. MAP train my brain:Meditation combined with aerobic exercise reduces stressand rumination while enhancing quality of life in medicalstudents. Journal of Alternative & Complementary Medicine.2020;26(5):418-23. doi:10.1089/acm.2019.0281

  12. Dyrbye LN, Sciolla AF, Dekhtyar M, et al. Medical School Strategiesto Address Student Well-Being: A National Survey. AcadMed. 2019;94(6):861-868. doi: 10.1097/ACM.0000000000002611

  13. Slavin SJ, Schindler DL, Chibnall JT. Medical student mentalhealth 3.0: improving student wellness through curricularchanges. Acad Med. 2014;89(4):573-7. doi:10.1097/ACM.0000000000000166

  14. Yusoff MSB, Esa AR. A DEAL-based intervention for thereduction of depression, denial, self-blame and academicstress: A randomized controlled trial. Journal of TaibahUniversity Medical Sciences. 2015;10(1):82-92. doi:10.1016/j.jtumed.2014.08.003

  15. Chen Y, Henning M, Yielder J, Jones R, Wearn A, WellerJ. Progress testing in the medical curriculum: Students’approaches to learning and perceived stress. BMC MedicalEducation. 2015;15:147. doi:10.1186/s12909-015-0426-y

  16. Dyrbye LN, Shanafelt TD, Werner L, Sood A, Satele D,Wolanskyj AP. The impact of a required longitudinal stressmanagement and resilience training course for first-yearmedical students. Journal of General Internal Medicine.2017;32(12):1309-1314. doi:10.1007/s11606-017-4171-2

  17. Neto A, Lucchetti ALG, da Silva Ezequiel O, Lucchetti G.Effects of a required large-group mindfulness meditationcourse on first-year medical students’ mental health andquality of life: A randomized controlled trial. Journal ofGeneral Internal Medicine. 2020;35(3):672-78. doi:10.1007/s11606- 019-05284-0

  18. Antonovsky A. The salutogenic model as a theory to guidehealth promotion. Heal Promot Int. 1996;11:11-8. Disponibleen: https://salutogenesi.org/images/PDF/The_salutogenic_model_as_a_theory_to guide health_promotion.pdf

  19. Antonovsky A. Unraveling the Mystery of Health. How PeopleManage Stress and Stay Well. San Francisco: Jossey-Bass; 1987.

  20. Dadaczynski K, Okan O, Messer M, Rathmann K. Universitystudents’ sense of coherence, future worries andmental health: findings from the German COVID-HLsurvey.Health Promotion International. 2022;7(1):daab070.doi:10.1093/heapro/daab070

  21. Li M, Xu Z, He X, Zhang J, Song R, Duan W, Liu T, Yang H.Sense of Coherence and Mental Health in College StudentsAfter Returning to School During COVID-19: The ModeratingRole of Media Exposure. Front Psychol. 2021;22(12):687928.doi:10.3389/fpsyg.2021.687928,-Free%20PMC%20article

  22. Limarutti A, Maier MJ, Mir E. Exploring loneliness and students’sense of coherence (S-SoC) in the university setting.Current Psychology. 2021. doi:10.1007/s12144-021-2016-8

  23. Brett CE, Mathieson ML, Rowley AV. Determinants of wellbeingin university students: The role of residential status,stress, loneliness, resilience, and sense of coherence. CurrentPsychology. 2022. doi:10.1007/s12144-022-03125-8

  24. Arya B. Grit and sense of coherence as predictors of wellbeing.Indian Journal of Positive Psychology. 2018;9(1):169-172. doi:10.15614/ijpp.v9i01.11766

  25. RMUPS. Red Mexicana de Universidades Promotoras de laSalud, A. C. [Internet]. [Consultada el 3 de julio de 2022].Disponible en: https://rmups.org/

  26. Universidad de Colima. Propuesta de Modelo Nacional deUniversidad Saludable. PREVENIMSS. México; Universidadde Colima. 2007. [Consultada el 3 de julio de 2022]. Disponibleen: https://baixardoc.com/preview/propuesta-de-modelo-nacional-de-universidad-saludable-prevenimss-5d0555c3a8133

  27. Universidad Nacional Autónoma de México. Acuerdo por el quese crea el Comité Técnico para la Atención de la Salud Mental.Gaceta UNAM. 2021;5(180):20-1. Disponible en: https://www.gaceta.unam.mx/wp-content/uploads/2021/02/210202.pdf

  28. Ato M, López JJ, Benavente A. Un sistema de clasificación delos diseños de investigación en psicología. Anales de psicología.2013;29(3):1038-1059. doi:10.6018/analesps.29.3.178511

  29. Tennant R, Hiller L, Fishwick R, et al. The Warwick-EdinburghMental Well-being Scale (WEMWBS): developmentand UK validation. Health Qual Life Outcomes. 2007;5(63).doi:10.1186/1477-7525-5-63

  30. López MA, Gabilondo A, Codony M, García-Forero C, VilagutG, Castellví P, Ferrer M, Alonso J: Adaptation into Spanish ofthe Warwick–Edinburgh Mental Well-being Scale (WEMWBS)and preliminary validation in a student sample. QualLife Res 2013;22:1099-1104. doi:10.1007/s11136-012-0238-z

  31. Velázquez-Jurado H, Cárdena-Rivera V, Chávez-Franco A,Oliva-Montes de Oca V, Hernández-Salazar P, Pulido-RullM. Comparación de dos formas de una escala de sentidode coherencia. Revista Intercontinental de Psicología yEducación. 2014;16(2):51-70. Disponible en: https://www.redalyc.org/pdf/802/80231541004.pdf

  32. Feldt LS, Woodruff DJ, Salih FA. Statistical inference forcoefficient alpha. Applied Psychological Measurement.1987;11(1):93-103. doi:10.1177/014662168701100107

  33. Martinez-Mayoral MA, Morales Socuéllamos J. Modelos LinealesGeneralizados. España: Gráficas Limencop S.L. ELCHE; 2001.

  34. Meneses J, Barrios M, Bonillo A, Cosculluela A, LozanoLM, Turbany J, Valero S. Psicometría. Barcelona: EditorialUniversidad Oberta de Catalunya; 2013.

  35. Lifshitz A. IV. La enseñanza de la competencia clínica. GacMed Mex. 2004;140(3):312-313. Disponible en: https://www.medigraphic.com/pdfs/gaceta/gm-2004/gm043g4.pdf

  36. World Health Organization and World Organization of FamilyDoctors. Integrating mental health into primary healthcare: a global perspective. World Health Organization. Ginebra:OMS. 2008 [Consultada el 1 de julio de 2022]. Disponibleen: https://apps.who.int/iris/handle/10665/43935

  37. World Health Organization. Mental Health Atlas 2020World Health Organization. Ginebra: OMS. 2021 [Consultadael 1 de julio de 2022]. Disponible en: 9789240036703-esp.pdf

  38. Eriksson M, Lindström B. Antonovsky’s sense of coherencescale and the relation with health: a systematic review. Journalof Epidemiology and Community Health. 2006;60:376-81. DOI: 10.1136/jech.2005.041616




2020     |     www.medigraphic.com

Mi perfil

C?MO CITAR (Vancouver)

Inv Ed Med. 2023;12