Assessment of Physical Fitness in Medical Students

Introduction: Physical activity promotes cerebral blood flow during cognitive tasks and possibly enhances performance. It is relevant to find relationship between post exercise recovery heart rate (RHR) and resting pulse rate in medical students. Aims: To assess physical fitness in medical students. Methods: In this cross-sectional study, 57 consenting healthy medical students, age 1730 years, underwent 3-Minutes Step Test to assess their physical fitness. Students were divided into four fitness groups based on RHR; good (n=9, RHR=50-84 bpm), satisfactory (n=17, RHR=88-100 bpm), poor (n=12, RHR=102-107 bpm), and very poor (n= 19, RHR=111-157 bpm) groups. The groups were compared using one-way ANOVA. A p<0.05 was considered statistically significant. Results: Results showed that there were few numbers of students who fall in good fitness group (n= 9, Resting pulse rate mean 72.00 ± 9.29) in comparison to satisfactory fitness group (n= 17, Resting pulse rate mean (68.35 ± 5.95), poor fitness group (n= 12, Resting pulse rate mean 75.67 ± 6.88) and very poor fitness group (n=19, Resting pulse rate mean 78.89 ± 7.67). The level of significance between satisfactory fitness group and very poor fitness group, p <0.05 was statistically significant. Conclusion: Most of the medical students fall under very poor fitness group. Satisfactory fitness group have less resting pulse rate in compare to very poor fitness group of medical students.

Perception of 1 MBBS students about educational environment through ‘DREEM’ questionnaire

In an undergraduate (UG) medical education program, the educational environment is a critical factor of effective outcomes. Because it is a proven approach for this assessment in medical schools, the Dundee Ready Education Environment Measure (DREEM) was employed in this study.1. To assess the student’s perception of the educational environment using the Dundee Ready Educational Environment Measure (DREEM) questionnaire among 1st-year undergraduate medical students. 2. To identify the strengths and weaknesses in student’s educational environment.A cross-sectional study was carried out among first-year medical students. To obtain student perceptions of the educational environment, a widely accepted DREEM questionnaire was employed. The DREEM questionnaire is divided into five sections, each of which has 50 statements that are rated on a five-point Likert scale (0–4). The questionnaire was distributed to consented individuals (n=150) after receiving ethical approval. The filled questions were collected and statistically evaluated. The data were presented as mean and standard deviation, frequency, and percentages. The responses were analyzed and interpreted using McAleer and Roff's practical recommendations.There was a 100% response rate. The average DREEM score was 124.9 ± 50 (62.46%). Among the five DREEM dimensions, students' perceptions of learning received the highest score (65.63%), while students' perceptions of the environment received the lowest (59.31 %).Statements “I have good friends in this college”, “My social life is good” and “I am confident about passing this year” scored ≥ 3 of 4 points.“A more positive than negative perception,” according to the total mean DREEM score. Student confidence, social life, instructor knowledge, encouragement to participate in a teaching session, teacher preparedness, and having excellent friends on campus received the most positive answers. However, there is space for development in areas where there is a lack of expertise, such as student ennui and creative teaching.

Effects of medical school on mental health and sleep habits

BACKGROUND and OBJECTIVES: This study aims to define changes in anxiety and depression among medical students while evaluating the association of sleep habits and other risk factors, including exercise habits and a diagnosis of chronic disease. The effect of the COVID-19 pandemic was also evaluated. DESIGN: A cohort of first- and second-year medical students was evaluated longitudinally using survey methods to quantify changes from pre-medical school and summer break to each semester in medical school throughout years one and two. METHODS: Data was analyzed using Generalized Linear Mixed Models (GLMMs) on the numeric responses of General Anxiety Disorder-7 (GAD-7), Patient Health Questionnaire-9 (PHQ-9), and Pittsburg Sleep Quality Index. Additional assessments evaluated exercise habits, chronic disease, and impact of COVID-19 Pandemic. RESULTS: Depression, anxiety, and sleep habits displayed a cyclical change that was associated with the academic cycle. The COVID-19 pandemic was never significant. Medical students who had a chronic disease diagnosis had increased severity. Exercise did not play a role. CONCLUSION: The main driver for depression, anxiety, and poor sleep quality was the academic cycle, while the COVID-19 pandemic did not have an impact on mental health.