What are the learning objectives in surgical training - a systematic literature review of the surgical competence framework.

OBJECTIVE: To map the landscape of contemporary surgical education through a competence framework by conducting a systematic literature review on learning outcomes of surgical education and the instructional methods applied to attain the outcomes. BACKGROUND: Surgical education has seen a paradigm shift towards competence-based training. However, a gap remains in the literature regarding the specific components of competency taught and the instructional methods employed to achieve these outcomes. This paper aims to bridge this gap by conducting a systematic review on the learning outcomes of surgical education within a competence framework and the instructional methods applied. The primary outcome measure was to elucidate the components of competency emphasized by modern surgical curricula. The secondary outcome measure was to discern the instructional methods proven effective in achieving these competencies. METHODS: A search was conducted across PubMed, Medline, ProQuest Eric, and Cochrane databases, adhering to PRISMA guidelines, limited to 2017-2021. Keywords included terms related to surgical education and training. Inclusion criteria mandated original empirical studies that described learning outcomes and methods, and targeted both medical students and surgical residents. RESULTS: Out of 42 studies involving 2097 participants, most concentrated on technical skills within competency-based training, with a lesser emphasis on non-technical competencies. The effect on clinical outcomes was infrequently explored. CONCLUSION: The shift towards competency in surgical training is evident. However, further studies on its ramifications on clinical outcomes are needed. The transition from technical to clinical competence and the creation of validated assessments are crucial for establishing a foundation for lifelong surgical learning.

How do teacher support trajectories influence primary and lower-secondary school students' study well-being.

Effective long term teacher support is key to promoting and sustaining students' study well-being at school. However, little is known about individual variations in the development of perceived teacher support and how such variations are associated with study engagement and study-related burnout. Also, understanding of the differences between age cohorts across school levels is still limited. To address this limitation, we used latent growth mixture (LGM) modeling to study whether teacher support trajectories influenced study engagement and study-related burnout among Finnish primary and lower-secondary school students. Two cohorts of students, namely primary school students from the 4th to 6th grades (N = 2,204) and lower-secondary school students from the 7th to 9th grades (N = 1,411), were followed for three years. LGM revealed four latent trajectories for teacher support, which were labeled high stable (72%), low stable (12%), decreasing (11%) and increasing (5%). The teacher support trajectories were strongly associated with students' study engagement and study burnout. Moreover, heightened study-related burnout symptoms and decreased study engagement were associated with a decline in perceived teacher support, while higher levels of study engagement and low levels of study burnout symptoms were associated with a continuum of positive teacher support experience. Primary school students were more likely to employ stable and high levels of teacher support, compared with lower-secondary school students, highlighting the importance of improving conditions in lower-secondary school so that the teacher support will better reach all their students.

The role of empathy between peers in upper secondary students' study engagement and burnout.

Having the ability to understand emotionally how other people feel and see things is an essential fabric for building and sustaining functional interpersonal relationships. Without such an ability, social interaction crumbles, engagement fails, and learning is eroded. Yet, empirical evidence on the relationship between study burnout and study engagement, and empathy between upper secondary school students is limited. We are tackling the challenge by exploring the association between empathy between peers and study engagement and study burnout among upper secondary school students. Two hundred and eighty upper secondary education students took part in our cross-sectional study. Structural equation modeling was used to analyze the association between empathy (i.e., cognitive and affective empathy), and study burnout and study engagement. The results showed that cognitive empathy contributed to affective empathy, which was further related to increased levels of study engagement, and decreased levels of cynicism, and sense of inadequacy. The role of cognitive empathy seemed to be more complicated: while cognitive empathy contributed directly to increased levels of cynicism, and inadequacy and decrease in study engagement, the indirect effects of cognitive empathy (through affective empathy) on cynicism and inadequacy were negative, and positive on study engagement. Neither of the empathy dimensions explained students' emotional exhaustion. The results indicate that merely teaching students to recognize and identify their peers' emotions is not sufficient to enhance study wellbeing, but they need to learn to share emotions and to tune into each other's emotions.

Development of students' social support profiles and their association with students' study wellbeing.

Effective social support from teachers, peers, and guardians is a key to promoting students' study wellbeing at school. However, little longitudinal research has examined the implications of distinctive combinations of social support for students' study wellbeing. To address this limitation, we measured multiple dimensions of school-related social support (teacher, peer, and guardian support), study engagement, and study-related burnout in a sample of 1,545 Finnish lower secondary school students in Grades 7, 8, and 9 (age 13, girls 51%). Latent transition analyses identified a six-profile solution for each wave of data and revealed substantial inequality in perceived social support. First, we found four profiles where social support from all three sources was experienced either on high, moderate, low, or very low level labeled as strong support (33%), moderate support (43%), low support (13%), and exceptionally low support (3%), respectively. In addition, two "mixed profiles" were found, where a low level of social support from one source was combined with moderate levels of social support from two other sources. These two profiles were labeled as adult support (5%) and low teacher support (3%) profiles. The social support profiles differed from each other in terms of study engagement and study-related burnout, suggesting that social support from specific sources has a somewhat different effect on features of students' study wellbeing. Moreover, the results showed that the experiences of school-related social support and study wellbeing are prone to change, highlighting the importance of each source of support throughout the students' school path. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Nexus between Study Burnout Profiles and Social Support -The Differences between Domestic (Finnish) and International Master's Degree Students.

The present study investigated the variation in higher education students' study burnout experiences and how they are related to academic success and social support needs. Similarities and differences between the international and domestic students were also explored. In this mixed-methods study, the data were collected through a self-reported questionnaire, and a total of 902 (response rate 42%) first year master's students from the fields of arts, business and technology responded. Using Latent Profile Analysis (LPA), we detected three distinct study burnout risk profiles (No exhaustion or cynicism; Exhausted; Exhausted and cynical). The following distinct forms of social support needs were found using theory-based qualitative content analysis: informational, instrumental, emotional, and co-constructional support. We found out that the students with highest risk of burnout had the lowest grade point averages (GPAs). Further investigation showed that international students pass their courses despite the experiences of study burnout, even though the GPAs might deteriorate. When the domestic students experience study burnout symptoms, they both gain fewer study credits and earn lower GPAs. Finally, a relationship between the form of support needed and the burnout profile was identified.

Study Engagement and Burnout of the PhD Candidates in Medicine: A Person-Centered Approach.

This study focused on exploring individual variations in doctoral candidates' well-being, in terms of experienced research engagement and burnout by using a person-centered approach. In addition, the associations between well-being profiles and gender, country of origin, study status (full-time or part-time), research group status and drop-out intentions were explored. The participants were 692 PhD candidates in the field of medicine. Latent profile analysis was employed to identify the well-being profiles. Four distinct profiles were identified: high engagement-low burnout, high engagement-moderate burnout, moderate engagement-moderate burnout, and moderate engagement-high burnout. Working in a clinical unit or hospital and working in a research group seemed to be related to increased engagement and reduced risk for suffering burnout, while the intentions to quit one's doctoral studies were more frequently reported in profiles with moderate levels of engagement. The findings imply that although a significant number of PhD candidates in medicine had an increased risk for developing burnout, for most of the PhD candidates research education is an engaging experience.

Nursing students' motivation regulation strategies in blended learning: A qualitative study.

Although there is a strong body of evidence showing that motivational factors are critical components of self-regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation (MR) strategies and factors contributing to their reported use along their 3-year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different MR profiles and had completed almost 3 years of study in a BL degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self-consequating, goal-oriented self-talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate MR strategies. The students exhibited versatility in their use of MR strategies, which were related to the study phase. These findings regarding nursing students' MR strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self-regulated learning in BL programs.