Relationship of Pass/Fail Grading and Curriculum Structure With Well-Being Among Preclinical Medical Students: A Multi-Institutional Study

Abstract Background: Due to its nutritious, metabolic, and overall energy-providing benefits, studies have emphasized the value of breakfast, resulting in support of breakfast as “the most important meal of the day,” and subsequently, essential for academic success. However, limited research exists on the impact of habitual breakfast consumption on medical students. How does eating breakfast contribute to the academic success and well-being of medical students? Methods: A voluntary survey was distributed to preclinical medical students to gather information on their breakfast-eating habits as well as other indicators of well-being, including mental health, physical health, and stress. Participants indicated the average number of times per week they consumed breakfast. They also recorded the likelihood of eating breakfast on the day of an exam and various components of well-being on a five-point Likert scale. Subjects also provided student identification (ID) numbers. To measure academic success, grade point averages (GPAs) were then extracted using each student's ID number. A correlation analysis was performed between the breakfast-eating habits of medical students and their GPA. Results: 121 surveys met the inclusion criteria. A correlation analysis showed that frequency of eating breakfast was positively correlated with GPA (r=0.35, p<0.001). Eating breakfast on the day of an exam was also positively correlated with GPA (r=0.32, p<0.001). Eating breakfast had no significant correlation with indices of well-being. Conclusion: Consistently eating breakfast may contribute to greater academic performance among medical students. However, eating breakfast appears to have no impact on well-being. Based on this research, eating breakfast regularly may help preclinical medical students boost their academic performance.

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Using A Facebook Group to Facilitate Faculty-Student Interactions during Preclinical Medical Education: A Retrospective Survey Analysis

10.21203/rs.2.13643/v1 ◽

2019 ◽

Author(s):

David S. Henry ◽

William D Wessinger ◽

Nikhil K. Meena ◽

Nalin Payakachat ◽

Jerad M. Gardner ◽

...

Keyword(s):

Medical Students ◽

Online Survey ◽

Well Being ◽

Discussion Group ◽

Survey Analysis ◽

Student Interactions ◽

Faculty Interaction ◽

Teacher Relationships ◽

Asking Questions ◽

Preclinical Medical Students

Abstract Background: Strong learner-teacher relationships are associated with more successful learning outcomes. With shortened modular curricula and increased availability of online resources, fostering faculty interaction with preclinical medical students has become more challenging. We sought to enhance learner-teacher relationships by engaging in discussion with preclinical medical students in their own online space. Methods: We utilized a closed Facebook discussion group, where faculty and students voluntarily joined in informal discussions and shared announcements related to their courses. The closed discussion group allowed only participating students and faculty to see others’ posts within the group. This provided a platform to freely interact within the confines of the group while maintaining privacy for the personal Facebook accounts of both faculty and students. We utilized the discussion group through 3 separate organ system-based modules for 14 weeks. Afterward, students were asked to complete a voluntary online survey about their experience. Results: 94.1% (160/170) of enrolled second-year medical students joined the voluntary FB discussion group. There were 214 posts, 628 comments, and 4166 reactions in this discussion group during the three modules. Of the students in the group, 74.4% (119/160) responded to the online survey. Overall, students strongly agreed that the Facebook discussion group fostered better rapport with faculty, helped content learning, and improved emotional well-being. Also, they felt more comfortable seeking academic help after using the discussion group. They reported a slight preference for Facebook over email as a medium for asking questions, but no preference for either as a medium for distributing announcements. Students overwhelmingly recommended that the discussion group should be continued in future years. Conclusion: The Facebook discussion group was a free, efficient, and effective method of cultivating the learner-teacher relationship with the preclinical medical students, resulting in reported enhancement in learning and morale.

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Interrelationships among stress, coping and psychological well-being among preclinical medical students

Orvosi Hetilap ◽

10.1556/oh.2014.29953 ◽

2014 ◽

Vol 155 (33) ◽

pp. 1312-1318 ◽

Cited By ~ 3

Author(s):

Bettina Pikó

Keyword(s):

Medical Students ◽

Perceived Stress ◽

Stress Level ◽

Satisfaction With Life ◽

Coping Styles ◽

Well Being ◽

Study Data ◽

Psychosomatic Symptoms ◽

Preclinical Medical Students ◽

And Coping

Introduction: Because the level of stress is rather high among medical students, it would be important to prepare them for preventing it. Aim: The aim of the authors was to investigate the perceived stress level of medical students, their psychosomatic symptoms, coping strategies and satisfaction with life. Method: Preclinical medical students from the University of Szeged, Hungary (N = 155) participated in the study. Data collection was performed by groups, in self-administered, anonymous and voluntary form. Results: Levels of stress load and satisfaction with life among medical students were similar to previous international and national data. There were no gender differences in the levels of life satisfaction, however, levels of perceived stress and psychosomatic symptoms were higher among girls. Satisfaction with life was primarily related to perceived stress level and the coping methods. Conclusions: The results suggest that there are significant interrelationships among in the levels of perceived stress, psychosomatic symptoms and coping styles among in preclinical students. During medical education there is also a need for improving skills, such as coping and stress management. Orv. Hetil, 2014, 155(33), 1312–1318.

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Relationship of Learning Styles and Attitudes Toward Problem-based Learning with Academic Achievement in Preclinical Medical Students

Journal of Medical Education ◽

10.5812/jme.115154 ◽

2021 ◽

Vol 20 (2) ◽

Author(s):

Servet Aker ◽

Mustafa Kurşat Şahin

Keyword(s):

Academic Success ◽

Medical Students ◽

Learning Styles ◽

Learning Style ◽

Problem Based Learning ◽

Mean Value ◽

Independent Learning ◽

Study Results ◽

Preclinical Medical Students ◽

Relationship Of

Background: A large number of factors affect the learning process. Objectives: This study aimed to assess the relationship of learning styles and attitudes towards problem-based learning with academic success in preclinical medical students. Methods: This cross-sectional study was conducted at the Medical Faculty of Ondokuz Mayıs University (Samsun, Turkey) during May 1st and 31st, 2019. First, second, and third-year students were included in the study. Survey was used as the data collection method. Grasha-Riechmann Learning Style Scale and Problem-Based Learning (PBL) Attitude Scale were included in the survey form besides a socio-demographics form. Overall, 612 (72.3%) students participated in the study. Results: The highest mean value regarding the learning styles of the medical students was related to the independent learning style, and the lowest mean value was related to the competitive learning style. It was determined that the independent learning style was more dominant in the preclinical medical students; there was a correlation between learning style and the attitude towards PBL. Also, there was a correlation between learning style and attitudes towards PBL and academic success. Independent and avoidant learning styles and attitudes towards PBL were found to be critical variables in predicting academic performance according to multiple regression analysis. Conclusions: It is important to raise awareness in educators and students on learning styles.

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Mental Well-being, and Coping Strategies during Stress for Preclinical Medical Students in Vietnam

Journal of Population and Social Studies ◽

10.25133/jpssv28n2.008 ◽

2020 ◽

Vol 28 (2) ◽

pp. 116-129

Author(s):

Huynh Ho Ngoc Quynh ◽

◽

Chanuantong Tanasugarn ◽

Mondha Kengganpanich ◽

Punyarat Lapvongwatana ◽

...

Keyword(s):

Medical Students ◽

Coping Strategies ◽

Well Being ◽

Preclinical Medical Students ◽

And Coping ◽

Mental Well Being

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Using a Facebook Group to Facilitate Faculty-Student Interactions during Preclinical Medical Education: a Retrospective Survey Analysis

10.21203/rs.2.13643/v2 ◽

2020 ◽

Author(s):

David S. Henry ◽

William D Wessinger ◽

Nikhil K. Meena ◽

Nalin Payakachat ◽

Jerad M. Gardner ◽

...

Keyword(s):

Medical Students ◽

Online Survey ◽

Well Being ◽

Discussion Group ◽

Survey Analysis ◽

Student Interactions ◽

Faculty Interaction ◽

Teacher Relationships ◽

Asking Questions ◽

Preclinical Medical Students

Abstract Background: Strong learner-teacher relationships are associated with more successful learning outcomes. With shortened modular curricula and increased availability of online resources, fostering faculty interaction with preclinical medical students has become more challenging. We sought to enhance learner-teacher relationships by engaging in discussion with preclinical medical students in their own online space. Methods: We utilized a closed Facebook discussion group, where faculty and students voluntarily joined in informal discussions and shared announcements related to their courses. The closed discussion group allowed only participating students and faculty to see others’ posts within the group. This provided a platform to freely interact within the confines of the group while maintaining privacy for the personal Facebook accounts of both faculty and students. We utilized the discussion group through 3 separate organ system-based modules for 14 weeks. Afterward, students were asked to complete an anonymous, voluntary online survey about their experience. Results: 94.1% (160/170) of enrolled second-year medical students joined the voluntary FB discussion group. There were 214 posts, 628 comments, and 4166 reactions in this discussion group during the three modules. Of the students in the group, 74.4% (119/160) responded to the online survey. Overall, students strongly agreed that the Facebook discussion group fostered better rapport with faculty, helped content learning, and improved emotional well-being. Also, they felt more comfortable seeking academic help after using the discussion group. They reported a slight preference for Facebook over email as a medium for asking questions, but no preference for either as a medium for distributing announcements. Students overwhelmingly recommended that the discussion group should be continued in future years. Conclusion: The Facebook discussion group was a free, efficient, and effective method of cultivating the learner-teacher relationship with the preclinical medical students, resulting in reported enhancement of learning and morale.

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Relationship of Physical Activity with Pattern and Outcomes of Menstrual Cycle among Undergraduate Medical Students

10.53350/pjmhs2115102587 ◽

2021 ◽

Vol 15 (10) ◽

pp. 2587-2589

Author(s):

Aashi Ahmed ◽

Haim Sajid ◽

Arfa Ateeq ◽

Eiman Ali ◽

Abdul Samad Abid ◽

...

Keyword(s):

Physical Activity ◽

Medical Students ◽

Menstrual Cycle ◽

Well Being ◽

Cross Sectional Study ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Menstrual Flow ◽

Number Of Factors ◽

Relationship Of

Background: Menstrual cycle is affected by a number of factors either positively or negatively. Disturbed menstrual cycle impacts physical, mental and social well being of women. Physical activity and exercise affect pattern of menstrual cycle depending upon its intensity. Aim: To explore the relationship of physical activity and pattern of menstrual cycle particularly dysmenorrhea and its impact on absenteeism. Study Design: Cross-sectional study Place and Duration of the Study: Department of Community Medicine, HITEC-IMS Taxila from 1st March to 31st August 2020. Methodology: One hundred and six randomly selected female undergraduate medical students of 1st to 4th year. A self-reported structured questionnaire was used to collect the data. Results: Mean age of respondents was 21.1+1.6 years. Body mass index of 47.2% respondents was normal, 26.4% were overweight and 15.1% were obese. Menstrual flow was reported light by 11.3% respondents, 74.5% had moderate and 14.2% had heavy menstrual flow. Dysmenorrhea was reported by 85% respondents, 13% had mild, 14% had moderate and 33% had severe pain during menstruation. Absenteeism was reported by 28.3% participants and was found to be associated with dysmenorrhea. Statistically significant (p<.05) association was found between physical activity and dysmenorrhea. Conclusion: Abnormalities of menstrual cycle among medical students can affect their physical well-being leading to class absenteeism. Regular and continuous physical activity can be of a great effect in improving menstrual pain and related problems. Keywords: Menstrual cycle, Dysmenorrhea, Physical activity, Undergraduate medical students

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