scholarly journals Medical students’ psychological and behavioral responses to the COVID-19 pandemic: A descriptive phenomenological study

2021 ◽  
pp. 135910452110569
Author(s):  
Forough Mortazavi ◽  
Fatemeh Ghardashi
Keyword(s):  
Medical Students ◽  
Phenomenological Study ◽  
Online Courses ◽  
Skill Training ◽  
Behavioral Responses ◽  
Psychological Responses ◽  
Negative Effects ◽  
Group Discussions ◽  
Psychological Reactions ◽  
Application Data

On February 19, 2020, the Iranian government officially confirmed the first deaths due to COVID-19 and within a week, all universities were closed. The purpose of this study is to explore Iranian medical students' psychological and behavioral responses to the COVID-19 pandemic. This descriptive phenomenological study was conducted on 52 medical students. Data were collected using a purposive sampling method by means of synchronous virtual focus group discussions which were conducted using the WhatsApp messaging application. Data were analyzed using the MAXQDA software version 2020. Data analysis resulted in the emergence of three categories consisting of psychological responses to the pandemic and the behavioral and psychological responses to the quarantine. Most of the extracted themes are related to students’ psychological reactions to the pandemic. During the quarantine period, students suffered from uncertainty, experienced boredom, worried about delay in their graduation, and were concerned about losing employment opportunities. Medical students must be prepared for crisis situations like the present pandemic. We recommend that online courses and training programs be developed with the aim of offsetting the negative effects of university closure on students’ education and skill training.

scholarly journals Factors affecting test anxiety: a qualitative analysis of medical students’ views

2022 ◽  
Vol 10 (1) ◽  
Author(s):  
Majed Wadi ◽  
Muhamad Saiful Bahri Yusoff ◽  
Ahmad Fuad Abdul Rahim ◽  
Nik Ahmad Zuky Nik Lah
Keyword(s):  
Medical Students ◽  
Test Anxiety ◽  
Phenomenological Study ◽  
Well Being ◽  
Group Discussions ◽  
Factors Affecting ◽  
Optimal Health ◽  
Current Assessment ◽  
Recommended Guidelines ◽  
Qualitative Exploration

Abstract Background Medical students are vulnerable to test anxiety (TA), which impacts their professional lives and jeopardizes the optimal health care of their patients. The qualitative exploration of TA among medical students is crucial to understanding the problem. Hence, this study examined medical students’ insights into TA and their suggestions on how to reduce it. Methods We conducted a phenomenological study on medical students at a public university. We utilized focus group discussions (FGDs) to investigate their experiences of TA. The FGDs were transcribed verbatim, and these transcripts were analyzed using Atlas.ti software. The thematic analysis followed the recommended guidelines. Results Seven FGD sessions were conducted with 45 students. Three major themes emerged: the students, their academic resources, and the examiner. Each theme comprised mutually exclusive subthemes. The “students” theme was divided into negative vs. positive thoughts and self-negligence vs. self-care, “academic recources” into heavy curriculum vs. facilitative curricular aids, and “examiner” into criticism vs. feedback and strict vs. kind approaches. Conclusion This study provides a solid foundation for policymakers and decision makers in medical education to improve current assessment practices and student well-being. Medical students will be able to significantly alter and reduce TA if they are provided with additional psychological support and their examiners are trained on how to deal with examinees.

scholarly journals Immediate psychological responses during the initial period of the COVID-19 pandemic among Bangladeshi medical students

2021 ◽  
Vol 122 ◽  
pp. 105912
Author(s):  
Farhana Safa ◽  
Afifa Anjum ◽  
Sahadat Hossain ◽  
Tonima Islam Trisa ◽  
Syeda Fatema Alam ◽  
...  
Keyword(s):  
Medical Students ◽  
Initial Period ◽  
Psychological Responses

The influence of narrated group discussions on the interpretational ability of medical students: a prospective observational study

2021 ◽  
Vol 6 (8) ◽  
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
First Year ◽  
Group Discussions ◽  
Prior Literature ◽  
Long Course ◽  
Long Term Impact ◽  
First Year Medical Students

Background: Clinical decision making is predominantly knowledge-based perception, interpretation under terms of uncertainty. It is unclear whether interpretational ability can be improved. We evaluated the effect of a narrated group-discussions course (NGDC) on the interpretational ability of first-year medical students. Objective: To evaluate the effect of our course on first year medical students in respect to: a) their interpretational abilities b) their attitude towards studying literature and the core subjects. Method: Using a pre-post questionnaire, of a semester-long course, among two consecutive classes, the authors evaluated the participant’s interpretational ability and depth of understanding when analyzing four complex passages. Results: Out of 235 students, 146 (62%) responded to both questionnaires. There was a significant increase in the participant’s interpretational ability (P=0.003). ninety one participants (38%) improved their level of understanding in at least one out of the four passages, and 37 participants (25%) improved in two passages. A multivariate analysis revealed that the improvement in the interpretational ability was associated with younger age (P=0.034, CI 95%=0.64-0.98, OR=0.79), positive pre-course attitude and motivation (P<0.001, CI 95%=1.43-3.05, OR=2.09), and lack of a prior literature background (P=0.064, CI 95%=0.17-1.05, OR=0.43). Conclusion: Our data suggests that NGDC may improve and refine interpretational ability. Further studies are required to establish the short- and long-term impact of this change and whether it can be translated into better clinical decision making.

The effective coping strategies against burnout: perceptions of Pakistani medical students.

2021 ◽  
pp. 1-16
Author(s):  
Maryam Abbasi ◽  
Mohammad Al Eraky ◽  
Rahila Yasmeen ◽  
Rabia Ashfaq ◽  
Admin
Keyword(s):  
Medical Students ◽  
Focus Group ◽  
Coping Strategies ◽  
Maslach Burnout Inventory ◽  
Stressful Events ◽  
Main Role ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Professional Efficacy ◽  
Burn Out

Abstract Objective: To explore the effective coping strategies used by medical students against burnout. Method: The study was a mixed method study design. The Maslach burnout inventory (MBI) was used to identify burnout after which focus group discussions were carried out. Results: In our study, 56% of the students had high levels of Emotional Exhaustion, 23% had moderate and 21 % has low levels of EE, on the Cynicism scale 63% scored high,32% scored moderate while 5% scored low on cynicism scale. For professional efficacy 28% students scored low,50% scored moderate and 22% scored high on professional efficacy scale. Students with high scores on EE and Cynicism and low scores on Professional Efficacy were considered as burnt out. To determine coping strategies, focus group discussions and interviews with students with high burnout and low burnout were carried out. Seeking emotional support for coping was very common in the high burn out group. This involved getting moral support, sympathy and understanding. Parents played the main role in providing support to these students. Turning to religion, acceptance and venting were also seen as commonly used coping strategies. In the low burn out group, friends were the main source of support. Turning to religion was also found in this group. Doing extracurricular activities, positive reinterpretation and mental disengagement were also used to cope with stressful events. Conclusion: The results of this study can be used to promote positive coping strategies in students who are suffering from or at risk of developing burnout. Continuous...

Perception and Treatment Practices of Youths with Khat Chewing in Dessie Town, North-East Ethiopia: A Qualitative Study

2020 ◽  
Author(s):  
Seyfu Chekole ◽  
Awoke Mihretu ◽  
Solomon Teferra
Keyword(s):  
Qualitative Study ◽  
Negative Effects ◽  
Group Discussions ◽  
Treatment Experience ◽  
Treatment Practice ◽  
Treatment Practices ◽  
Khat Chewing ◽  
North East ◽  
Khat Use ◽  
Practice Methods

Abstract Background: Khat (Catha edulis) chewing has been a highly prevalent practice among youth in Ethiopia. Although several studies investigated its adverse effects, there is a gap in evidence on treatment experience of youth with khat use. Therefore, this study explored the perception of youth on khat chewing and their treatment practice. Methods: The study employed a qualitative study design. The data was gathered through in-depth interviews (N=6), focus group discussions (N=15) and key informants (N=2) interview using purposive sampling. Audio recorded data was manually transcribed and translated, and thematically analyzed. Results: The study found that personal, social and environmental factors were responsible for the habit of chewing khat. Most respondents reported benefits or positive consequences of khat use. They endorsed that khat helps them to feel relaxed, relieve tension and stress, and feel happy, although many admitted feeling depressed after the effect wanes. It would also make them alert, active, and energetic. Participants also reported that khat was easily available and khat use was a social behavior. They learned it from their elders. To manage the negative effects of khat, participants took different coping measures such as drinking too much water, taking alcohols and milk to manage dehydration and break the feeling high. Conclusion: Youth perceived khat use as habitual practice. They didn’t have any modern treatment experience, except personal coping strategies. Future studies should emphasize on khat use literacy, screening, and treatment engagement especially for problematic khat users.

scholarly journals Understanding the Barriers to the Use of MOOCs in a Developing Country: An Innovation Resistance Perspective

2018 ◽  
Vol 57 (3) ◽  
pp. 571-590 ◽  
Author(s):  
Long Ma ◽  
Chei Sian Lee
Keyword(s):  
Digital Divide ◽  
Developing Country ◽  
Online Courses ◽  
Educational Opportunities ◽  
Self Control ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Resistance Theory

Despite the promised benefits of MOOCs (Massive Open Online Courses) to address the digital divide and promote equity in educational opportunities, the use of MOOCs is still lagging especially in developing countries. The purpose of this study is to investigate the barriers underlying the adoption of MOOCs in the context of a developing country. Drawing from the theoretical framework of innovation resistance theory, this study conducted focus group discussions with 69 college students in China, a major developing country in Asia. It was found that innovation resistance theory is plausible to explain the barriers to adopting MOOCs. Our results showed that the main barriers in the adoption of MOOCs encountered by students in a developing country are usage barrier, value barrier, and tradition barrier. Furthermore, to complement the perspective of innovation resistance theory, this study also conducted an inductive analysis to identify other types of obstacles hindering students' use of MOOCs. It was found that individual factors (e.g., self-control and attitude) as well as the environment (e.g., promotion and economical circumstance) are also barriers to the use of MOOCs. Implications and suggestions for practice are also discussed.

scholarly journals What’s in a Name? The Experience of the Other in Online Classrooms

2014 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Cathy Adams
Keyword(s):  
Online Learning ◽  
Educational Research ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Online Courses ◽  
Virtual Learning Environments ◽  
The Other ◽  
Face To Face ◽  
Online Classrooms

Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online. 

scholarly journals Increasing Social Presence in Online Learning through Small Group Discussions

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Mete Akcaoglu ◽  
Eunbae Lee
Keyword(s):  
Online Learning ◽  
Small Group ◽  
Group Size ◽  
Social Presence ◽  
Social Space ◽  
Online Courses ◽  
Group Versus ◽  
Online Discussions ◽  
Group Discussions ◽  
Small Group Discussions

Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3.507, p = .001; social space, t(29) = 3.074, p = .005; and group cohesion, t(32) = 3.550, p = .001. We discuss how placing students in small and permanent discussion groups can augment social presence. Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions.

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