Notice bibliographique
Résumé
Background/rationale: Physicians and medical students are at risk for some serious mental health issues by the very attributes that make us good at what we do.There is a tendency in many physicians towards a strong preference to be independent, to not be seen as weak, to be respected by peers, to fit with the general medical culture of service and selflessness, and to make work the major aspect of their lives.We also tend, as a profession, to select for personality type (Myers).Some common characteristics of those entering medicine are perfectionism, organizational capacity, placing high demands on self, obsessiveness and compulsiveness (not necessarily OCD), and intolerance of feeling helpless (Myers).Despite medical learners being apt to care for their health very well in terms of managing diet and exercise even with very busy schedules, there is a high rate of depression, anxiety, and related mental health issues including substance misuse/abuse (Myers).We (physicians and medical learners) use many defense mechanisms (Myers) and learn them early as part of the cultural immersion in the discipline.These are not always positively adaptive.Stressors, coupled with these characteristics, often put severe strains on relationships outside medicine including families/partners.In medical school, this may be a particular challenge.Although partners recognize that the terms of medical school are temporary, there is still the need to go where the program sends the student.Partners can't always go to the same place -they may have careers of their own, lack child care, supports, or even the basic amenities of adequate family housing or ability to maintain a main home base for the family.Some programs require extended rotations in different areas, some of which have their own related challenges.The literature regarding medical practice in rural areas suggests barriers to care specific to these areas that include (but are certainly not limited to) lack of relationship opportunities, work hours, isolation in practice or personal life, access, confidentiality, and cultural safety.There are several risk factors that apply to medical learners of all levels.Among them are number of hours worked, sleep deprivation, imbalance between work and personal life, lack of control of duties and hours, decreased social networking, lack of convenient access to care, not wanting to appear 'weak' to preceptors, feeling isolated and 'uncared for,' and concerns regarding confidentiality, mandatory reporting, and lack of knowledge of available resources (Myers).Learners also sometimes feel as though the administration/medical school staff doesn't care about them, and leave them to deal with stressors on their
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».