scholarly journals Characteristics of gateway entry medical students and their academic performance in France

2021 ◽  
pp. 100009
Author(s):  
Solène Guedon ◽  
Bach Nga Pham ◽  
Marc Braun ◽  
Jean Sibilia ◽  
Stéphane Sanchez
Keyword(s):  
Academic Performance ◽  
Medical Students

scholarly journals Good sleep quality is associated with better academic performance among Sudanese medical students

2015 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyder Osman Mirghani ◽  
Osama Salih Mohammed ◽  
Yahia Mohamed Almurtadha ◽  
Moneir Siddig Ahmed
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Sleep Quality ◽  
Good Sleep

Nomophobia among medical students and its association with depression, anxiety, stress and academic performance

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Marcos Kubrusly ◽  
Paulo Goberlânio de Barros Silva ◽  
Gabriel Vidal de Vasconcelos ◽  
Emanuel Delano Lima Gonçalves Leite ◽  
Priscilla de Almeida Santos ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Mobile Phone ◽  
Brazilian Portuguese ◽  
Mental Condition ◽  
Mathematical Operation ◽  
Cross Sectional ◽  
Adoption Of Technology ◽  
Structural Brain Damage ◽  
Device Use

Abstract: Introduction: As the world becomes increasingly interconnected, the adoption of technology remains one of the defining factors of human progress. Nomophobia (NO MObile PHOne PhoBIA) represents a mental condition caused by the fear of being detached from mobile phone connectivity. Such condition is directly associated with depression, anxiety, and stress. Moreover, nomophobia can lead to structural brain damage. Objective: The present study aims to assess the effect of nomophobia on medical students at a private institution and its association with depression, anxiety, stress and academic performance. Method: This is a cross-sectional observational study carried out in medical students at Centro Universitário Christus. Nomophobia was measured using the Nomophobia Questionnaire (NMP-Q). The NMP-Q has 20 questions, which are asked on a 7-point Likert scale. This scale has been validated for the Brazilian Portuguese language. Depression, anxiety and stress were measured by the DASS-21, a simplified version of the DASS instrument. The DASS-21 questionnaire was also validated for the Brazilian Portuguese language. Academic performance was measured through API, the product of a complex mathematical operation that results in the student’s average grade in the semester and functions as a reference index for pedagogical follow-up in the assessed institution. In addition, the device use habits were assessed. Descriptive results were presented, and bivariate analyses of association and correlation were performed. This study was approved by the research ethics committee. Result: A sample of 292 students was assessed. Virtually all students (99.7%) had some degree of nomophobia, and 64.5% had a moderate or severe level of nomophobia. More than 50% of the students had higher than mild degrees of stress, and 19.5% and 11.2% of the students had severe or very severe levels of anxiety and depression, respectively. When analyzing the correlation of NMP-Q with DASS-21 scores, it was observed that increases in NMP-Q lead to increases in the overall DASS score (p < 0.001), and that worse results in DASS-21 are associated with worse API. Conclusion: Our study suggests that nomophobia is likely to increase anxiety, stress and depression and, as a result, leads to a decrease in academic performance.

scholarly journals Daytime sleepiness and academic performance in medical students

2002 ◽  
Vol 60 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Raimundo Nonato D. Rodrigues ◽  
Carlos A.A. Viegas ◽  
Aída A.A. Abreu e Silva ◽  
Paulo Tavares
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Excessive Daytime Sleepiness ◽  
Daytime Sleepiness ◽  
Epworth Sleepiness Scale ◽  
The University ◽  
School Period

This report presents an analysis of the complaints of increasing daytime sleepiness as well as a study on their possible effects on the academic performance of medical students at the University of Brasilia. The Epworth Sleepiness Scale was applied to 172 medical students, at the beginning of August 1997 and at the end of November 1997. Academic performance was measured by analyzing the number of SS grades (from 9.0 to 10 over ten) and MM grades (from 5.0 to 6.9) attained in exams at the end of that school period. The results showed that at the beginning of the semester, 68 (39.53%) of these 172 students already presented with excessive daytime sleepiness, and that of the 104 remaining students, 38 (22%) developed daytime sleepiness by the end of the semester. Furthermore, it was observed that the sleepier students did not achieve as well as the others on their final examinations.

scholarly journals Errata a “Carta ao Editor sobre o Artigo: “Ainda a propósito do artigo Ansiedade, Depressão e Performance Académica: Um Estudo em Estudantes Portugueses de Medicina Versus Estudantes de Outros Cursos.” João Moreira de Sousa, Cátia A. Moreira, Diogo TellesCorreia. Acta Med Port. 2018;31:454-62.”

2018 ◽  
Vol 31 (11) ◽  
pp. 702
Author(s):  
João Gama Marques
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Anxiety Depression ◽  
De Medicina

Article published with errors: https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/11384/On page 607, where the title reads as:Letter to the Editor about the Article: “Still Regarding Anxiety, Depression and Academic Performance: A Study Amongst Portuguese Medical Students Versus Non-Medical Students”, by João Moreira de Sousa,Cátia A. Moreira, Diogo Telles-Correia. Acta Med Port. 2018;31:454-62.Carta ao Editor sobre o Artigo: “Ainda a propósito do artigo Ansiedade, Depressão e Performance Académica: Um Estudo em Estudantes Portugueses de Medicina Versus Estudantes de Outros Cursos.” João Moreira de Sousa, Cátia A. Moreira, Diogo TellesCorreia. Acta Med Port. 2018;31:454-62.It should read:Letter to the Editor: Still Regarding Anxiety, Depression and Academic Performance: A Study Amongst Portuguese Medical Students Versus Non-Medical StudentsCarta ao Editor: Ainda a propósito de Ansiedade, Depressão e Performance Académica: Um Estudo em Estudantes Portugueses de Medicina Versus Estudantes de Outros Cursos.  

scholarly journals Relationships between Academic Self-Efficacy, Learning-Related Emotions, and Metacognitive Learning Strategies with Academic Performance in Medical Students: A Structural Equation Model

2020 ◽  
Author(s):  
Ali Asghar Hayat ◽  
Karim Shatery ◽  
Mitra Amini ◽  
Nasrin Shokrpour
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Positive Emotions ◽  
Mediating Effect ◽  
Academic Emotions ◽  
Metacognitive Learning ◽  
Academic Self Efficacy

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effect of metacognitive learning strategies in the relationship between learning-related emotions and academic self-efficacy with academic performance in medical students. Methods: The present study was carried out on 279 students of medicine studying in Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results: The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their positive emotions and metacognitive learning strategies, and these in turn affect the students’ academic performance. Moreover, positive emotions influence the metacognitive learning strategies which in turn mediate the effect of positive emotions on the academic performance. Discussion: The results of this study revealed that metacognitive strategies can play a mediating role in the students’ self-efficacy, positive emotions, and academic performance. Therefore, in case we can strengthen the students’ self-efficacy and their positive academic emotions, their performance will improve.

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