Catherine Redmond, Robin Farrell, Catriona Cunningham, Andrea Dineen, Shane Foley, Deirdre O'Donnell, Sharleen O'Reilly, Diarmuid Stokes, Emma O'Neill
Development of the EVIBEC Learning Outcomes Framework to support the delivery of evidence-based practice curricula in health care professional programmes: a codesign approach
BMC medical education
improving academic engagement medical postgraduates crucial enhancing quality learning development medical education due medical postgraduates face high levels stress rigorous demands yet mechanisms linking challengehindrance stressors academic engagement context remain largely unexplored study aims explore comprehensive relationship challengehindrance stressors academic engagement among medical postgraduates china data collected 437 medical postgraduates china investigate challengehindrance stressors emotional exhaustion learning relaxation academic engagement among postgraduates 403 male 597 female mean age participants 2571 years statistical procedures conducted using mplus 83 ensuring robust analysis data collected study showed challenge hindrance stressors significantly positively correlated emotional exhaustion among chinese medical postgraduates emotional exhaustion negatively associated academic engagement emotional exhaustion mediates relationship challengehindrance stressors academic engagement learning plays protective role moderating challenge stressors emotional exhaustion relationship indirect effect academic engagement however relaxation identified significant moderating factor context findings revealed emotional exhaustion potential mechanism underlying relationship challengehindrance stressors academic engagement also validated moderating role learning mitigating adverse effects challenge stressors emotional exhaustion academic engagement among chinese medical postgraduates comprehensive insight complex dynamics different stressors academic engagement provides theoretical empirical evidence medical universities underscores importance interventions enhance academic engagement stressful environments serves valuable reference development reasonable assessment systems contributions crucial fostering supportive educational atmosphere promoting wellbeing medical postgraduates