CoChat
Sign Up
Cited by 6Healthcare professionals’ stress and burnoutInnovations in Medical EducationStudent Stress and Coping

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

Twelve tips for novice academic staff supporting medical students in distress

Open access
Hodgson, Jessica C., Bretherton, Roger·2021·Medical Teacher
DOI 10.1080/0142159x.2020.1831464
Open this paper in CoChat — free account

Abstract

The importance of having university systems to support students' wellbeing and welfare needs has been well documented, with an increasing literature on best practice for structuring student support services from an institutional perspective. Nevertheless, individual members of academic staff are often required to deal with students who are experiencing challenging circumstances, and this is especially so in the pre-clinical phases of medical training. The prospect of advising and supporting students who are in difficulty and who may be distressed, can be daunting and can also negatively impact the wellbeing of the staff involved. These tips present the practical guidelines we have developed on how academic staff can best manage meetings with students in situations of crisis or high emotion.

Overview

Integrity signals

Registry

Crossref · 10.1080/0142159x.2020.1831464

Cites

3 of 3 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 37

  1. 10.7326/0003-4819-94-4-492 · DOI
  2. 10.1111/j.1468-2273.2008.00420.x · DOI
  3. 10.1046/j.1365-2923.2003.01627.x · DOI
  4. Coulter A, 2011, Making shared decision-making a reality; No decision about me, without me
  5. 10.1097/ACM.0b013e3181c46aad · DOI · Paper page
  6. 10.4065/80.12.1613 · DOI
  7. 10.1097/ACM.0000000000000134 · DOI · Paper page
  8. 10.1111/j.1743-498X.2010.00411.x · DOI
  9. 10.1111/tct.12392 · DOI · Paper page
  10. 10.1037/0003-066X.54.7.493 · DOI · Paper page
  11. 10.1046/j.1365-2923.1998.00234.x · DOI
  12. 10.1111/medu.13143 · DOI
  13. 10.1007/s00127-013-0663-5 · DOI
  14. 10.1007/s11886-016-0729-6 · DOI
  15. Kinman G, Teoh K. 2018. What could make a difference to the mental health of UK doctors? A review of the research evidence. [accessed 2020 May 5]. https://www.som.org.uk/sites/som.org.uk/files/What_could_make_a_difference_to_the_mental_health_of_UK_doctors_LTF_SOM.pdf. · DOI
  16. Linehan MM., 1993, Skills training manual for treating borderline personality disorder
  17. Lloyd M, 2018, Clinical Communication Skills for Medicine
  18. 10.1046/j.1365-2923.2000.00541.x · DOI
  19. 10.3399/bjgp09X394833 · DOI
  20. 10.1016/j.pec.2019.10.008 · DOI
  21. Morgan M., 2012, Perspect Pol Pract High Educ, 16, 1
  22. 10.1111/tct.13024 · DOI
  23. 10.1186/s12909-018-1167-5 · DOI
  24. 10.1080/01421590500129167 · DOI
  25. 10.1001/jama.2016.17324 · DOI · Paper page
  26. 10.1097/SMJ.0b013e3181e6d6d4 · DOI
  27. Siegel DJ., 1999, The developing mind: toward a neurobiology of interpersonal experience
  28. Silverman JD, 2005, Skills for communicating with patients
  29. 10.1201/9781315159218 · DOI
  30. Szabó P, 2009, Coaching plain and simple: solution-focused brief coaching essentials
  31. 10.1177/036215379502500307 · DOI
  32. 10.3109/0142159X.2014.907488 · DOI
  33. 10.1037/0022-0167.36.3.357 · DOI
  34. 10.1097/ACM.0000000000001752 · DOI
  35. 10.1080/01421590701797630 · DOI
  36. 10.1017/CBO9780511615771.009 · DOI
  37. 10.1002/9781119125556.devpsy410 · DOI

Cited by

Sorted by citations

Metadata

Authors
Hodgson, J. C., & Bretherton, R.
Affiliations
  • University of Nottingham (GB)
  • University of Lincoln (GB)
Corresponding author
Hodgson, Jessica C.
ORCID
Venue
Medical Teacher
Publisher
Informa UK Limited
Published
2020-10-17
Volume
43
Issue
7
Pages
839-844
ISSN
  • 0142-159X (ISSN-L)
  • 1466-187X
DOI
10.1080/0142159x.2020.1831464
OpenAlex
W3093229783
Cited by
6
References
3
Citations by year
2026: 1 · 2025: 2 · 2024: 1 · 2023: 2
FWCI
0.52
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Medical Teacher (publishedVersion)
  • PubMed (publishedVersion)
  • Lincoln Repository (University of Lincoln) (acceptedVersion)
  • Figshare (submittedVersion, cc-by)
Topics
  • Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
  • Social Sciences › Education › Innovations in Medical Education
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
Keywords
student distress, medical students, university faculty, student well-being, student support services, crisis support, employee well-being, preclinical education
MeSH terms
Humans, Students, Medical, Universities

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review