Burnout and self-care in Medicine
| Keywords |
| Classification |
Keyword |
| OFICIAL |
Medicine |
Instance: 2019/2020 - 2S (of 10-02-2020 to 31-07-2020)
Cycles of Study/Courses
Teaching language
Portuguese
Objectives
- Define the concepts and dimensions associated with stress, burnout and self-care;
- Recognize the structural characteristics of health organizations and their consequences for the development of conditions that foster emotional exhaustion;
- Recognize protective and vulnerability factors associated with the burnout experience;
- Develop self-management skills that empower self-care.
Learning outcomes and competences
Stress and burnout have been widely studied given the prevalence of this phenomenon among health professionals (programmatic content 1). Very recently the Medical Association has published a study (2016) that shows us the extent of the problem. In fact, this professional group is confronted with constant challenges and demands, and there is a need to foster the development of coping skills and strategies (what is intended with points 3,4 and 6 of the programmatic contents) to deal with these factors . In addition, it is essential to develop a care philosophy centered on humanization (programmatic content 5), since its action will also allow a context of greater self-care and improvement of the organizational climate (program content 2).
Working method
Presencial
Program
- Stress, burnout and self-care - concepts and dimensions
- Structural characteristics of health organizations
- Risk, protection and vulnerability factors associated with the burnout experience
- Coping mechanisms
- Humanization in health
- Mindfulness and other strategies for emotional regulation
Mandatory literature
Cecil, J; MacHale, C; Hart, J;Laiddlaw,A; Behaviour and burnout in medical students. , Medical education , 2014
Vala, J; Pinto,A; Moreira, S; Lopes, R; Burnout na classe Médica - Estudo Nacional , 2016
Complementary Bibliography
Duarte, I; Auto Cuidado dos profissionais de saúde em Cuidados Paliativos , Almedina , 2018
Teaching methods and learning activities
16 hours of contact. The following pedagogic modalities are at stake: a) Seminars: Prepared and guided discussion of specific themes, defined in advance, with the participation of professors and students. It is a question of evaluating, throughout the pedagogical process, the evolution of the capacities of each student. Tutorial orientation (12 OT) and presentation by students of a work. Evolution in the execution of communication techniques, human relations, assiduity in the block, interest and participation in the pedagogical process, and, finally, theoretical and practical knowledge. The final grade of the course is a reflection of the continuous evaluation (20%) and the student will elaborate a monograph (80%). This monograph should include a critical and in-depth reflection on the phenomenon
Evaluation Type
Distributed evaluation without final exam
Assessment Components
| Designation |
Weight (%) |
| Participação presencial |
20,00 |
| Trabalho escrito |
80,00 |
| Total: |
100,00 |
Amount of time allocated to each course unit
| Designation |
Time (hours) |
| Elaboração de projeto |
12,00 |
| Estudo autónomo |
23,00 |
| Frequência das aulas |
16,00 |
| Trabalho escrito |
30,00 |
| Total: |
81,00 |
Eligibility for exams
The frequency will be obtained according to the pedagogical regulation.
Calculation formula of final grade
20% attendance + 80% monography = 100%