Psychological Morbidity, Sources and Gender Correlation of Stress in First Year Medical Students

Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students’ subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes. Three major themes were identified. (1) Students’ self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students’ goal orientedness in learning about sex/gender. (3) Students’ struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.

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The Relationship Between Learning Style Preferences and Gender, Educational Major and Status in First Year Medical Students: A Survey Study From Iran

Iranian Red Crescent Medical Journal ◽

10.5812/ircmj.18250 ◽

2014 ◽

Vol 17 (1) ◽

Cited By ~ 11

Author(s):

Ali Sarabi-Asiabar ◽

Mehdi Jafari ◽

Jamil Sadeghifar ◽

Shahram Tofighi ◽

Rouhollah Zaboli ◽

...

Keyword(s):

Medical Students ◽

Learning Style ◽

Survey Study ◽

First Year ◽

Learning Style Preferences ◽

And Gender ◽

Style Preferences ◽

First Year Medical Students ◽

The Relationship

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Personal values as early predictors of emotional and cognitive empathy among medical students

Current Psychology ◽

10.1007/s12144-021-01373-8 ◽

2021 ◽

Author(s):

Stefano Ardenghi ◽

Giulia Rampoldi ◽

Marco Bani ◽

Maria Grazia Strepparava

Keyword(s):

Gender Differences ◽

Medical Students ◽

Personal Values ◽

Cognitive Empathy ◽

Early Years ◽

Reactivity Index ◽

First Year ◽

Early Predictors ◽

And Gender ◽

First Year Medical Students

AbstractThe present study contributes to the literature by examining the association between personal values (PVs), assessed with the Schwartz’s Portrait Values Questionnaire, and empathy, assessed with the Davis’ Interpersonal Reactivity Index, in a sample of first-year medical students. We also examined medical students’ PVs profile and gender differences in terms of PVs. All participants (N = 398) were Italian, young (average age = 19.62 years, SD = 1.22), and unmarried; none had children. Zero-order correlations and hierarchical multiple regression models were performed to verify the association between PVs and empathy; in contrast, t-tests were run to explore gender differences in scoring on PVs. Benevolence and Universalism correlated positively with both the emotional and cognitive dimensions of empathy, whereas Power, Achievement, Hedonism, and Security were negatively associated with empathy. The three most important PVs in the whole sample were Benevolence, Self-Direction, and Universalism. Male medical students outscored their female counterparts on Power, Achievement, and Hedonism, whereas female students outscored the males on Benevolence, Universalism, Conformity, and Tradition. Our findings highlight the importance of fostering self-transcending PVs and discouraging self-enhancing PVs in medical students during the early years of medical school, as a means of supporting other-oriented responses such as empathy in future doctors.

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Determining best Learning Method and Gender Preference of Learning among First Year Medical Students in an Island Medical Institution; A Cross Sectional Study

International Journal of Contemporary Medical Research [IJCMR] ◽

10.21276/ijcmr.2018.5.5.23 ◽

2018 ◽

Vol 5 (5) ◽

Author(s):

Urmila Sinha ◽

Sanjay Kumar ◽

G. Jahnavi ◽

Satya Ranjan Patra ◽

Pandurang V. Thatkar

Keyword(s):

Medical Students ◽

Cross Sectional Study ◽

Medical Institution ◽

First Year ◽

Gender Preference ◽

Learning Method ◽

Sectional Study ◽

Cross Sectional ◽

And Gender ◽

First Year Medical Students

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Assessment of Psychological Morbidity among First Year Medical Students

Journal of Medical Science And clinical Research ◽

10.18535/jmscr/v5i6.208 ◽

2017 ◽

Vol 05 (06) ◽

pp. 24071-24076

Author(s):

Manmeet Singh ◽

Keyword(s):

Medical Students ◽

Psychological Morbidity ◽

First Year ◽

First Year Medical Students

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Stress among Early and Late Entrants in Medical Education

International Journal of Indian Psychology ◽

10.25215/0301.093 ◽

2015 ◽

Vol 3 (1) ◽

Author(s):

Prof. Indu Bansal ◽

Pooja Pundir

Keyword(s):

Medical Education ◽

Medical Students ◽

Teaching And Learning ◽

Age Groups ◽

Interaction Effects ◽

First Year ◽

Indian States ◽

Related Stress ◽

And Gender ◽

First Year Medical Students

This study has been designed to find out stress in early and late entrants in medical education and also age and gender interaction effect on stressor. The study was conducted on 1200 first year medical students ten randomly selected medical colleges of North Indian states of India. Stress of medical students was measured in terms of various stressors. Medical Student Stressor Questionnaire (MSSQ) developed by Muhamad S. B. Yusoff, Ahmad F. A. Rahim and Mohd J. Yaacob was used to identify six domains of stressor including – Academic related stressors (ARS), Intrapersonal and interpersonal related stressors (IRS), Teaching and learning-related stressors (TLRS), Social related stressors (SRS), Drive and desire related stressors (DRS) and Group activities related stressors (GARS). Data were collected in person with each respondent. Means, Standard deviations for each domain were calculated separately for boys and girls and age groups and F test was used to find out the main effects and the interaction effects for each domain of stress. Significant interaction effects were found in all the domains of stressor except two ARS and IRS among groups. Our brief survey suggests that there are substantial differences expressed by these older students in regard to stressor prevalence. Current study demonstrated that early entrant boys and late entrant girls feel more academic related stress. For all other domains early entrants were having more stress than were their younger counterparts. The findings can help understand harms and stresses in early and late entrants in medical education and prepare intervention and guidance programmes for new medical entrants to beat stress and healthier amendment.

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Comparison of self and simulated patient assessments of first-year medical students’ Interpersonal and Communication Skills (ICS) during Objective Structured Clinical Examinations (OSCE)

BMC Medical Education ◽

10.1186/s12909-021-02540-y ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Joshua A. Roshal ◽

Dalya Chefitz ◽

Carol A. Terregino ◽

Anna Petrova

Keyword(s):

Medical Students ◽

Performance Appraisal ◽

Communication Skills ◽

Core Competencies ◽

Female Gender ◽

Simulated Patient ◽

First Year ◽

Question Asking ◽

And Gender ◽

First Year Medical Students

Abstract Background Interpersonal and communication skills (ICS) are important core competencies in medical education and certification. In this study, we identified self- and simulated patient (SP)-reported ratings of US first-year medical students’ ICS and the influence of age and gender on performance appraisal during the Objective-Structured Clinical Examination (OSCE). Methods OSCE participants, including 172 first-year medical students and 15 SPs were asked to evaluate the students’ ICS using the American Board of Internal Medicine–Patient-Satisfaction Questionnaire (ABIM–PSQ), electronically and via paper, respectively. Self- and SP-reported ratings of students’ ICS were presented as the median on a 5-point Likert-scale and as three categories defined as “good,” “very good,” and “inadequate.” Results SPs assessed all 172 students in the OSCE, while 43.6% of students assessed their own performance. The majority of students and SPs evaluated the students’ ICS as very good. 23.3% of SPs and 5.3% of students rated the medical students’ ability to encourage patient question-asking and answer questions as inadequate (P < 0.002). Neither age nor gender influenced the medical students’ self-assessment of ICS. Female SPs assigned lower scores to students in regard to respecting patients and encouraging patient question-asking and answering. Older SPs was more likely to assign lower scores on all survey questions. Conclusions In the present study, self- and SP-reported ratings of first-year medical students’ ICS were mainly “very good” with no influence of students’ age or gender. Older age and female gender among the SPs were associated with a reduction in SP-reported ratings of students’ ICS.

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