The interplay between mentalization, personality traits and burnout in psychiatry training: Results from a large multicenter controlled study.
Обработка статьи · этапы, ошибки и управление
Ошибки и ограничения
История · было → стало
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Castellini Giovanni, Tarchi Livio, Cassioli Emanuele, Ricca Valdo, Abbate Daga Giovanni, Aguglia Andrea, Albert Umberto, Atti Annarita, Barlati Stefano, Blasi Giuseppe, Carmassi Claudia, Carrà Giuseppe, De Fazio Pasquale, De Panfilis Chiara, Di Lorenzo Giorgio, Ferrari Silvia, Goracci Arianna, Gramaglia Carla, Luciano Mario, Martinotti Giovanni, Menchetti Marco, Menculini Giulia, Nanni Maria Giulia, Nivoli Alessandra, Pinna Federica, Pompili Maurizio, Rosso Gianluca, Sambataro Fabio, Sampogna Gaia, Sani Gabriele, Serafini Gianluca, Signorelli Maria Salvina, Tosato Sarah, Ventriglio Antonio, Viganò Caterina, Volpe Umberto, Fiorillo Andrea
Аннотация
METHODS: An adequate coverage of medical residents at the national level was reached (41.86% of the total reference population, 29 out of 36 training centers-80.55%). Controls were recruited among residents in other medical specialties. All participants were assessed by questionnaires to evaluate early life experiences, attachment style, personality traits, coping strategies, emotional competencies. A Structural Equation Model (SEM) framework was employed to investigate the interplay between individual factors.
RESULTS: A total sample of 936 people was recruited (87.9% response-rate; 645 residents in psychiatry, 291 other medical residents). Psychiatry trainees reported a higher prevalence of adverse childhood experiences (emotional abuse, emotional neglect, physical neglect), greater attachment insecurity (anxious or avoidant) in comparison to other medical trainees. Psychiatry residents also reported higher social support-seeking as a coping strategy, lower problem-orientation, and lower transcendence. Lower neuroticism, higher openness to experience, and higher emotional awareness were also observed in psychiatry trainees. Psychiatry training was associated with a redefinition of conflict management skills as a function of seniority. The SEM model provided support for an interplay between early traumatic experiences, mentalization skills (coping strategies, emotion regulation), interpersonal competencies and occupational distress.
CONCLUSIONS: The findings of the present study supported a theoretical model based on mentalization theory for the interactions between personal and relational competencies in psychiatry training, thus providing potential target of remodulation and redefinition of this specific process of education.