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dc.contributor.authorMcNeill, Kathleen
dc.contributor.authorKerr, Annelise
dc.contributor.authorMavor, Ken
dc.date.accessioned2014-05-16T09:31:00Z
dc.date.available2014-05-16T09:31:00Z
dc.date.issued2014
dc.identifier.citationMcNeill , K , Kerr , A & Mavor , K 2014 , ' Identity and norms : the role of group membership in medical student wellbeing ' , Perspectives on Medical Education , vol. 3 , pp. 101-112 . https://doi.org/10.1007/s40037-013-0102-zen
dc.identifier.otherPURE: 80717924
dc.identifier.otherPURE UUID: e6357096-aae2-4dc5-921a-ede731296f99
dc.identifier.otherScopus: 84942049036
dc.identifier.otherORCID: /0000-0002-3160-3889/work/60427969
dc.identifier.urihttps://hdl.handle.net/10023/4810
dc.description.abstractMedical students experience high levels of mental health problems, which can lead to poor academic performance, substance abuse and burnout. The current paper draw son social psychology to explore the factors underpinning wellbeing in medical students. From the literature it is evident that there is a strong association between group membership and wellbeing. There is also evidence, however, that when the norms of a group prescribe unhealthy behaviours, group members who identify strongly with the group are likely to engage in those behaviours. It was hypothesized that (a) there would be a positive relationship between identification and wellbeing in medical students, (b) perceptions of norms would be positively related to unhealthy behaviour which would be negatively related to wellbeing and (c) identification would be positively related to levels of norm-related unhealthy behaviour. Ninety-two Australian medical students completed measures of identification, endorsement of norms, own behaviour in relation to norms and three indicators of wellbeing. The results supported the first hypothesis and showed only partial support for the second,suggesting a primarily positive role of group processes in medical student wellbeing.The implications for interventions to improve wellbeing in medical schools and directions for future research are discussed.
dc.format.extent12
dc.language.isoeng
dc.relation.ispartofPerspectives on Medical Educationen
dc.rights© The Authors 2013. This article is published with open access at Springerlink.com. This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are crediteden
dc.subjectMedical studentsen
dc.subjectWellbeingen
dc.subjectSocial identityen
dc.subjectNormsen
dc.subjectL Educationen
dc.subjectR Medicineen
dc.subjectSDG 3 - Good Health and Well-beingen
dc.subject.lccLen
dc.subject.lccRen
dc.titleIdentity and norms : the role of group membership in medical student wellbeingen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.identifier.doihttps://doi.org/10.1007/s40037-013-0102-z
dc.description.statusPeer revieweden
dc.identifier.urlhttp://link.springer.com/article/10.1007/s40037-013-0102-zen


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