ABSTRACT
Background: Students worldwide belong to a vulnerable group with an above-average tendency towards depressive disorders. Empirical studies also show that depressive moods among students have increased significantly during the coronavirus disease 2019 (COVID-19) pandemic. Objectives: The aim of the article is to examine whether the stress experiences caused by the pandemic are related to the depressed mood of the students. In addition, it is analyzed whether resilience, coping and social support as resources are associated with the depressive moods of students. The aim is to clarify which resources can explain the connection between the stress experiences caused by the pandemic and the depressive mood of students as mediators. Methods: The study is based on an online survey of students at Magdeburg-Stendal University of Applied Sciences for the 2020/21 winter semester. The data of 621 students were evaluated. A mediation analysis was carried out. Results: Pandemic-related stress experiences are significantly related to the depressive moods of students. Resilience is also a significant factor influencing depressive moods and partially mediates the influence of pandemic-related stressful experiences on the depressed mood of the students. Coping and social support show no significant association with the depressed mood of the students. Conclusion: Starting points for reducing the depressive mood lie in reducing the stress caused by the pandemic and in strengthening the resilience of the students.
ABSTRACT
The meaning of time, especially in crisis, where situations are likely to become even more complex, uncertain, and disruptive, is crucial. Incorporating previous research on organizational crises, organizational resilience, extreme context, and individual resilience, we know that leaders do play a crucial role when it comes to handle adversity in organizations but also that leaders might influence organizational resilience and employee resilience. Intensified by the COVID-19 pandemic, the leaders' ability to effectively deal with a critical situation becomes even more important in healthcare organizations. We argue that time is not only important when it comes to crisis management but also that it is highly significant when it comes to leaders' resilience. Considering the aspect of time implies that different temporal demands, especially regarding the persistence of adversity, require different resilience strategies applied by the leader. Therefore, we call for future research on examining how different leaders' resilience strategies (short term vs. long term) affect crisis management outcomes as well as the resilience in healthcare and public health organizations.
Subject(s)
COVID-19 , Public Health , Humans , Pandemics , Leadership , Delivery of Health CareABSTRACT
Background: Students worldwide belong to a vulnerable group with an above-average tendency towards depressive disorders. Empirical studies also show that depressive moods among students have increased significantly during the coronavirus disease 2019 (COVID-19) pandemic. Objectives: The aim of the article is to examine whether the stress experiences caused by the pandemic are related to the depressed mood of the students. In addition, it is analyzed whether resilience, coping and social support as resources are associated with the depressive moods of students. The aim is to clarify which resources can explain the connection between the stress experiences caused by the pandemic and the depressive mood of students as mediators. Methods: The study is based on an online survey of students at Magdeburg-Stendal University of Applied Sciences for the 2020/21 winter semester. The data of 621 students were evaluated. A mediation analysis was carried out. Results: Pandemic-related stress experiences are significantly related to the depressive moods of students. Resilience is also a significant factor influencing depressive moods and partially mediates the influence of pandemic-related stressful experiences on the depressed mood of the students. Coping and social support show no significant association with the depressed mood of the students. Conclusion: Starting points for reducing the depressive mood lie in reducing the stress caused by the pandemic and in strengthening the resilience of the students. © 2022, The Author(s).
ABSTRACT
As of the start of the COVID-19-pandemic, basis undergraduate, postgraduate as well as continuous medical education had often been switched to e-learning. This is a chance and a challenge at the same time. In this work, we describe the e-learning experiences of the competence center for postgraduate medical education in Baden-Württemberg. We aim to support broad implementation of e-learning by the exchange of educational as well as organizational approaches. In March 2020, we planned synchronic (live) webinars with asynchronic preparation and postprocessing (flipped classroom). We focused on elements to improve interaction. All the process was managed with respect to the program curriculum in a multicentered team. In 2020, n = 263 postgraduate trainees in family medicine (FM trainees) participated in n = 12 online single seminar days of the KWBW Verbundweiterbildungplus. Due to multiple participation, they induced n = 379 participations. N = 353 evaluations could be included (93,1 % response rate). 77 % (n = 182/236) assessed the use of the software Zoom® with satisfying or very satisfying, 75 % (n = 122/163) the use of the software Heiconf® with satisfying or very satisfying. 59 % (n = 208) wanted to continue with seminar days during workdays, whereas 26 % (n = 91) wished for trainings on Saturdays. A technical check was rated as very helpful. From the organizational point of view, an additional lecturer (= moderator) was necessary. Some lecturers needed extra support in advance of the e-learning. We provide didactic elements that can help to improve the interaction between participants which have to be planned ahead. We present a successful approach to face the educational and organizational challenges of e-learning. E-learning was broadly accepted which supports permanent implementation. However, social and collegial interaction is both, most challenging and most important for postgraduate training in family medicine. Therefore, approaches supporting the interaction in e-learning should be developed and implemented. © 2021, Deutscher Arzte-Verlag GmbH. All rights reserved.