No abstract

This study investigated medical students' perceptions of their learning environment and how these related to well-being in terms of experienced exhaustion and losing interest in personal studies. The goal was to also examine whether students' perceptions and experiences of well-being related to their academic self-concept. Experiences were compared between lecture-based learning (LBL) and problem-based learning (PBL) environments. The MED NORD questionnaire was used to measure students' experiences of their learning environment, experienced well-being (i.e. exhaustion and lack of interest) and academic self-concept. A total of 610 students participated. Structural equation modelling was used to investigate relationships between the variables under study. A cross-sectional design was used to compare experiences between different medical schools. Worry about future workload was found to positively relate to exhaustion, whereas worry and study satisfaction both negatively related to lack of interest. Experienced high workload related to both exhaustion and lack of interest. In turn, lack of interest was negatively related to academic self-concept, whereas exhaustion was positively related to it. PBL students reported higher levels of worry concerning future workloads, but they also experienced receiving more feedback. In addition, novice PBL students experienced higher levels of exhaustion and better academic self-concept than LBL students. No such differences were found between students in the clinical phase. Lack of interest concerning personal studies appeared to be more unfavourable than experiences of exhaustion, because the former was related to low academic self-concept. The PBL environment appeared challenging, but only during the first years of study.

This study examines the relationship between self-leadership strategies and occupational well-being and whether psychological safety has moderated these relationships in the context of enforced remote work caused by COVID-19. Altogether, 2493 higher education employees, most of whom were working entirely remotely due to the pandemic, responded to an electronic survey in May 2021. Hierarchical multiple linear regression analyses were conducted as the main method of analysis. The results showed that goal-oriented and well-being-related self-leadership strategies as well as psychological safety were positively related to meaningfulness of work and negatively to job burnout. Psychological safety moderated the relation between goal-oriented self-leadership strategies and meaningfulness of work. The study presents much-needed novel knowledge about self-leadership and psychological safety in the context of remote work and sheds light on the interrelatedness between self-leadership strategies, psychological safety, and occupational well-being. It presents a novel category of well-being-related self-leadership strategies and contributes to the measurement of both self-leadership and psychological safety. In order to both enable sufficient well-being and facilitate flourishing at work, it is imperative to support employees in learning and applying diverse self-leadership strategies as well as ensure psychological safety at workplace, especially in post-pandemic multi-locational work.

Abstract

Along with the rapid development of digital technology and the increasing proportion of knowledge work, work is becoming decreasingly defined by time and place, and more diverse in terms of both. As digital tools and multi-locational spaces become focal parts of human performance, the optimal use of these resources requires not only the ability to mechanically use them, but also the ability to develop useful behavioral strategies and practices related to them. In fact, modern work requires new kinds of skills from both employees and employers, and useful work practices need to be developed at both the individual and organizational level. This study presents a training program that aims to support well-being and productivity at multi-locational knowledge work by developing the participants' awareness skills and behavioral strategies related to knowledge work, digital tools and physical spaces as well as by facilitating the development process in the participating organizations. Fifteen trainees from eight organizations attended the program and a larger sample of employees (n = 189) responded to the questionnaires. The approach of the study was design research, and we applied mixed methodology: ANOVAs and qualitative content analysis. This study shows the organizations' and individuals' diverse needs regarding using multi-locational spaces and digital tools. It concludes that individuals and organizations can benefit from training in the use of modern spaces and tools in ways that support productivity and well-being. From the theoretical and practical perspective, the study contributes to the current understanding of how to utilize multi-locational spaces and digital tools in ways that support the productivity and well-being of employees. Creative Education training program developed to respond to these specific challenges; and third, we present the empirical results of the first round of training.