Stress Management and Burnout Prevention

Code:

OPT170

Acronym:

GESTSTRESS

Keywords
Classification	Keyword
OFICIAL	Medicine

Instance: 2020/2021 - 1S (of 14-09-2020 to 07-02-2021)

Active?	Yes
Responsible unit:	Clinical Neurosciences and Mental Health Department
Course/CS Responsible:	Integrated Master in Medicine

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIMED	0	Mestrado Integrado em Medicina- Plano oficial 2013 (Reforma Curricular)	5	-	1,5	14	40,5

Teaching language

Portuguese

Objectives

Explore different ways of experiencing stress;
Assess vulnerability and resilience to stress;
Know ways to reduce stress potential;
Provide resources to deal with stress.
Identify and define burnout; prevention strategies and coping mechanisms
To detect physical and psychological consequences of burnout syndrome
To know the psychotherapeutic and psychosocial interventions in burnout syndrome

Learning outcomes and competences

According to the recent theories, stress is not conceived as a stimulus neither as an answer, but as an interaction. Psychosocial and biological variables mediate the relationship between the demands of the environment and the resources that the individual perceive to possess to respond to them.

Knowledge of stress models and of the neurophysiology of stress response, coupled with the evidence of an immune system stress response, will contextualize the relationship between stress and disease.

Habits, health behaviors and other coping strategies which influence resilience to stressful situations can shape prevention and intervention programs, giving consistency to the proposals discussed.

Learning the signs and symptoms of burnout and understanding the impact of this entity in physical and psychological well-being will enable students to develop the ability to signal and intervene in populations at risk, suggesting the development of coping mechanisms complemented by psycho and pharmacotherapeutic approaches.

Working method

Presencial

Program

1. Stress models, from the “Fight or flight” response of Walter Canon to the Cognitive Diathesis Model;

1.a Physiology of stress - neuroendocrinology and neuroimmunology of stress

1.b Consequences of stress experience

Intervention and stress management programs

1. Burnout, definition, risk factors and warning signs

Relationship between burnout and quality of life, psychosomatic disorders and physical illness

Primary, secondary and tertiary prevention strategies; intervention strategies

Mandatory literature

Figueiredo-Braga, M & Araújo-Soares, V. (; Manual de intervenção no stress dos profissionais de saúde (Intervention manual on health professional stress). Psiquiatria Clínica, 20, 51-6, 1999
Radley, J. J., Kabbaj, M., Jacobson, L., Heydendael, W., Yehuda, R., & Herman, J. P. ; Stress risk factors and stress-related pathology: neuroplasticity, epigenetics and endophenotypes. Stress (Amsterdam, Netherlands), 14(5), 481–497. http://doi.org/10.3109/10253890.2011.604751, 2011
Alarcon, G., Edwards, J., & Menke, E. (2011). ; Student Burnout and Engagement: A Test of the Conservation of Resources Theory. J Psych, 145:3, 211-227, DOI: 10.1080/00223980.2011.555432
Gonçalves Silva, R., & Figueiredo-Braga, M. ; The roles of empathy, attachment style, and burnout in pharmacy students’ academic satisfaction. Am J Pharma Edu e-View. https://doi.org/10.5688/ajpe6706, 2018
Seaward, B.L. ; Essentials of Managing Stress. 3rd ed. Sudbury, Mass.: Jones & Bartlett Publishers; 2014:208., 2014

Complementary Bibliography

Zannas, A. S., & West, A. E; Epigenetics and the regulation of stress vulnerability and resilience, 2014
Cheng, C., Lau, H.-P. B., & Chan, M.-P. S. ; Coping flexibility and psychological adjustment to stressful life changes: A meta-analytic review. , 2014
Romero, L. M., Dickens, M. J., Cyr, N. E. ; The Reactive Scope Model - a new model integrating homeostasis, allostasis, and stress., 2009
Korczak, D., Wastian, M., & Schneider, M. ; Therapy of the burnout syndrome. GMS Health Technology Assessment, 8, Doc05. http://doi.org/10.3205/hta000103, 2012

Teaching methods and learning activities

Seminars and theoretical-practical - 2 hours per week (14 hours total), which will include:

Theoretical Component - Theoretical introductory exposition of the programmatic contents, based on the revision of the relevant and updated scientific literature. Consultation and bibliographic collection.

Theoretical-practical component - Presentation and discussion of clinical vinhettes illustrated with videos; discussion and identification of normal and pathological reactions to traumatic events; Observation of real and simulated situations.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Designation	Weight (%)
Participação presencial	20,00
Exame	60,00
Trabalho escrito	20,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	26,50
Frequência das aulas	14,00
Total:	40,50

Eligibility for exams

Assiduity, active participation, attitude and professional behavior (20%).

Objective and standardized summative evaluation - mini tests covering the theoretical component (60%)

Development and integration of acquired knowledge – building a protocol for identification or intervention on traumatic situations with impact on clinical practice (20%)

Calculation formula of final grade

Exam = 16 values
Assiduity, active participation, attitude and professional behavior= 2 values

Development and integration of acquired knowledge = 2 values

calculation: 16+2+2 = 20 values