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Guo HB, Qiu C. How do stressful life events affect medical students' academic adjustment? Parallel mediating mechanisms of anxiety and depression. BMC MEDICAL EDUCATION 2024; 24:617. [PMID: 38834998 DOI: 10.1186/s12909-024-05601-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2024] [Accepted: 05/24/2024] [Indexed: 06/06/2024]
Abstract
BACKGROUND Medical students frequently face challenges in academic adjustment, necessitating effective support and intervention. This study aimed to investigate the impact of stressful life events on medical students' academic adjustment, focusing on the mediating roles of depression and anxiety. It also differentiated the impacts between at-risk students (those with academic failures) and their peers respectively. METHODS This case-control study involved 320 at-risk medical students and 800 other students from a university in western China. Participants anonymously completed the scales of stressful life events, depression, anxiety, and academic adjustment. T-tests, ANOVA, Pearson correlation, and structural equation modeling were employed for statistical analysis. RESULTS Depression and anxiety were significantly more prevalent in at-risk students (46.8% and 46.1%, respectively) than in controls (34.0% and 40.3%, respectively). Notably, at-risk students had poorer academic adjustment (t = 5.43, p < 0.001). The structural equation modeling had good fit indices and the results indicated that depression and anxiety fully mediated the effects of stressful life events on academic adjustment. For at-risk students, stressful life events significantly decreased academic adjustment through increased depression and anxiety (p < 0.001). Conversely, anxiety had a positive effect on academic adjustment in other students. CONCLUSION Targeted interventions focusing on depression and anxiety could reduce the negative impact of stressful life events on medical students' academic adjustment. However, educators have to distinguish the differences between at-risk students and others.
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Affiliation(s)
- Hui-Bing Guo
- Student Affairs Department, West China School of Medicine, West China Hospital, Sichuan University, No. 37, Guoxue Alley, Wuhou District, Chengdu, Sichuan, China
| | - Chen Qiu
- Student Affairs Department, West China School of Medicine, West China Hospital, Sichuan University, No. 37, Guoxue Alley, Wuhou District, Chengdu, Sichuan, China.
- West China School of Nursing, Sichuan University, Chengdu, China.
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Cardozo MFI, de Jesus GC, de Sousa MH, Iatecola A, Melgaço Maia FL, de Carvalho GMA, Silva VR, Buchaim DV, Moura Cardozo AG, Correia RR, Buchaim RL, da Cunha MR. Mapping the learning styles of medical students in Brazil. BMC MEDICAL EDUCATION 2024; 24:47. [PMID: 38200477 PMCID: PMC10782527 DOI: 10.1186/s12909-024-05028-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 01/03/2024] [Indexed: 01/12/2024]
Abstract
BACKGROUND Medical education has evolved based on the application of pedagogical actions that place the student as the protagonist of the learning process through the use of active teaching methodologies. Within this context, higher education teachers should use strategies that focus on the student and his/her context and avoid traditional teaching methods. Specifically in medical schools, there is an even greater challenge since the teaching methods of medical curricula differ from those used in previous schooling. Consequently, students acquire their own style of processing information that is often incompatible with the profile of medical schools. This may be one of the factors responsible for the lack of motivation among undergraduates. OBJECTIVE The aim of this study was to characterize the learning styles of students enrolled in a Brazilian medical school using the Felder-Soloman Index of Learning Styles (ILS). METHODS This was a cross-sectional, descriptive, quantitative study that included students from the 1st to the 6th year of a Brazilian medical school. The students participating in this study voluntarily answered 44 questions about learning styles of the Felder-Silverman instrument validated in Brazil. The instrument was divided so that each domain consisted of 11 questions with two response options in which only one could be selected. For each domain, a score (1 point) was assigned to the selected option (a, b) of the question and the learning style category was determined as the difference between these values. For data collection and tabulation, we used the Learning Syle Platform (EdA Platform) developed based on Felder's studies since this system processes information about the dimension analyzed, the preferred style, and the most striking characteristics of each style. RESULTS The results showed that sensing was the preferred learning style of the students, followed by the sequential and visual styles. It was not possible to determine whether gender or age influences the choice of learning methods because of the homogeneity of the results. CONCLUSIONS The present data will enable teachers of the institution involved in this study to plan pedagogical actions that improve the students' self-awareness, as well as their teaching-learning skills, by choosing the most adequate active methodologies for the medical education programs considering the individuality of each student and class.
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Affiliation(s)
| | - Gilmar Cardozo de Jesus
- Postgraduate Program in Health Sciences, Faculty of Medicine of Jundiaí, 13202-550, Jundiaí, Brazil
| | - Maria Helena de Sousa
- Postgraduate Program in Health Sciences, Faculty of Medicine of Jundiaí, 13202-550, Jundiaí, Brazil
| | - Amilton Iatecola
- Postgraduate Program in Health Sciences, Faculty of Medicine of Jundiaí, 13202-550, Jundiaí, Brazil
| | | | | | - Vinícius Rodrigues Silva
- Department of Human Anatomy, University of San Francisco (USF), 12916- 900, Bragança Paulista, Brazil
| | - Daniela Vieira Buchaim
- Postgraduate Program in Structural and Functional Interactions in Rehabilitation, University of Marilia (UNIMAR), 17525-902, Marilia, Brazil
- Medical School, University Center of Adamantina (UNIFAI), 17800-000, Adamantina, Brazil
- Graduate Program in Anatomy of Domestic and Wild Animals, Faculty of Veterinary Medicine and Animal Science (FMVZ), University of Sao Paulo (USP), 05508-270, Sao Paulo, Brazil
| | | | - Ronny Rodrigues Correia
- Botucatu Medical School (FMB), São Paulo State University (UNESP-Univ Estadual Paulista), 18618-687, Botucatu, Brazil
| | - Rogerio Leone Buchaim
- Graduate Program in Anatomy of Domestic and Wild Animals, Faculty of Veterinary Medicine and Animal Science (FMVZ), University of Sao Paulo (USP), 05508-270, Sao Paulo, Brazil
- Department of Biological Sciences, Bauru School of Dentistry, University of Sao Paulo (FOB/USP), 17012-901, Bauru, Brazil
| | - Marcelo Rodrigues da Cunha
- Postgraduate Program in Health Sciences, Faculty of Medicine of Jundiaí, 13202-550, Jundiaí, Brazil.
- Orthopedics and Traumatology Sector, Faculty of Medicine of Jundiaí, 13202-550, Jundiaí, Brazil.
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Ansari N, Yalcinkaya A, Ganeshamoorthy A. Factors That Enhance and Hinder the Retention and Transfer of Online Pre-Clinical Skills Training to Facilitate Blended Learning [Letter]. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1101-1102. [PMID: 37814688 PMCID: PMC10560478 DOI: 10.2147/amep.s438159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/11/2023] [Accepted: 10/03/2023] [Indexed: 10/11/2023]
Affiliation(s)
- Nabil Ansari
- Faculty of Life Sciences and Medicine, King’s College London, London, UK
| | - Ali Yalcinkaya
- Faculty of Life Sciences and Medicine, King’s College London, London, UK
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Khairul Anhar Holder NA, Pallath V, Vadivelu J, Foong CC. Using document phenomenology to investigate academic failure among year 1 undergraduate Malaysian medical students. BMC MEDICAL EDUCATION 2023; 23:310. [PMID: 37147649 PMCID: PMC10161666 DOI: 10.1186/s12909-023-04285-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Accepted: 04/20/2023] [Indexed: 05/07/2023]
Abstract
BACKGROUND Academic failure is common among medical schools worldwide. However, the process behind this failure itself is underexplored. A deeper understanding of this phenomenon may avert the vicious cycle of academic failure. Hence, this study investigated the process of academic failure among medical students in Year 1. METHODS This study employed a document phenomenological approach, which is a systematic process to examine documents, interpret them to attain understanding, and develop empirical knowledge of the phenomenon studied. Using document analysis, interview transcripts and reflective essays of 16 Year 1 medical students who experienced academic failure were analysed. Based on this analysis, codes were developed and further reduced into categories and themes. Thirty categories in eight themes were linked to make sense of the series of events leading to academic failure. RESULTS One or more critical incidents commenced during the academic year, which led to possible resulting events. The students had poor attitudes, ineffective learning methods, health problems or stress. Students progressed to mid-year assessments and reacted differently to their results in the assessments. Afterwards, the students tried different types of attempts, and they still failed the end-of-year assessments. The general process of academic failure is illustrated in a diagram describing chronological events. CONCLUSION Academic failure may be explained by a series of events (and consequences) of what students experience and do and how they respond to their experiences. Preventing a preceding event may prevent students from suffering these consequences.
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Affiliation(s)
| | - Vinod Pallath
- ¹Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, 50603, Malaysia
| | - Jamuna Vadivelu
- ¹Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, 50603, Malaysia
| | - Chan Choong Foong
- ¹Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, 50603, Malaysia.
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Revell K, Nolan H. Do medical students with a disability experience adverse educational outcomes on UK medical courses? MEDICAL TEACHER 2023; 45:388-394. [PMID: 36308742 DOI: 10.1080/0142159x.2022.2136518] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND International data demonstrate that medical students with disabilities experience differential awarding. One cross-sectional study finds lower graduation rates and scores in written exams, with no impact on clinical exams. Disabled students graduated with lower decile scores. This quantitative, retrospective, longitudinal study explored the impact of disability on exam performance, course performance and course discontinuation. METHOD Anonymised data were obtained for 1743 students on a UK graduate medical programme from 2011 to present. Statistical tests, including t-tests and one-way ANOVA were conducted for main effects of demographic variables on exam results and categorical outcomes. Regression models established the effects of variables and sub-categories of variables on results and categorical outcomes. RESULTS Significant main effects of disability on exam scores were identified, as well as failure probability. Regressions showed significant differences in outcomes between different types of disability, with mental health conditions predicting course discontinuation. A significant amplifying effect was found for BAME students with disability. CONCLUSION Disability had a significant negative impact on all course outcomes, illustrating inequity in medical training and an area of focus for curriculum development. Intersectional data identified a key disadvantaged subgroup of medical students.
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Affiliation(s)
- Kirsten Revell
- Warwick Medical School, University of Warwick, WMS, Coventry, UK
| | - Helen Nolan
- Head of Education Quality, Warwick Medical School, Coventry, UK
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Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study. Healthcare (Basel) 2023; 11:healthcare11030375. [PMID: 36766950 PMCID: PMC9914150 DOI: 10.3390/healthcare11030375] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Revised: 01/16/2023] [Accepted: 01/23/2023] [Indexed: 02/03/2023] Open
Abstract
We aimed to describe the impact of a structured interventional program to improve learning and study skills in undergraduate medical students from a Latin American medical school. The interventional program's design was based on diagnostic/prescriptive assessment test scores measuring ten scales. The program consisted of five tailored workshops. The cohort studied consisted of 81 third-year medical students. The outcome variable was the difference between "pre" and "post" test scores. The unadjusted score percentiles were used to compare improvement in learning and study skills. In addition, a sensitivity analysis was conducted to assess variation in the mean difference of the test scores by the number of workshops attended. The response rate was 100% (81/81) for the pre test and ~77% (62/81) for the post test. After the interventional program, nine out of ten scales showed statistical improvement, except for the scale of motivation. The scales with the highest and lowest percent change improvement were time management (66%, p-value: <0.001) and motivation (14.9%, p-value: 0.06). The students who attended more workshops obtained a higher percent change improvement in the post test. These findings suggest that through a well-designed interventional program, it is possible to improve learning and study skills among medical students.
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Franz A, Oberst S, Peters H, Berger R, Behrend R. How do medical students learn conceptual knowledge? High-, moderate- and low-utility learning techniques and perceived learning difficulties. BMC MEDICAL EDUCATION 2022; 22:250. [PMID: 35387637 PMCID: PMC8988315 DOI: 10.1186/s12909-022-03283-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Accepted: 03/23/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Acquiring medical knowledge is a key competency for medical students and a lifelong requirement for physicians. Learning techniques can improve academic success and help students cope with stressors. To support students' learning process medical faculties should know about learning techniques. The purpose of this study is to analyse the preferred learning techniques of female and male as well as junior and senior medical students and how these learning techniques are related to perceived learning difficulties. METHODS In 2019, we conducted an online survey with students of the undergraduate, competency-based curriculum of medicine at Charité - Universitätsmedizin Berlin. We chose ten learning techniques of high, moderate and low utility according to Dunlosky et al. (2013) and we asked medical students to rate their preferred usage of those techniques using a 5-point Likert scale. We applied t-tests to show differences in usage between female and male as well as junior and senior learners. Additionally, we conducted a multiple regression analysis to explore the predictive power of learning techniques regarding perceived difficulties. RESULTS A total of 730 medical students (488 women, 242 men, Mage = 24.85, SD = 4.49) use three techniques the most: 'highlighting' (low utility), 'self-explanation' (moderate utility) and 'practice testing' (high utility). Female students showed a significantly higher usage of low-utility learning techniques (t(404.24) = -7.13, p < .001) and a higher usage of high-utility learning techniques (t(728) = -2.50, p < .05) than male students (M = 3.55, SD = .95). Compared to junior students (second to sixth semester; M = 3.65, SD = .71), senior students (seventh semester to final clerkship year; M = 3.52, SD = .73) showed a lower use of low-utility learning techniques (t(603) = 2.15, p < .05). Usage of low-utility techniques is related to more difficulties (β = .08, t(724) = 2.13, p < .05). Usage of moderate-utility techniques is related to less learning difficulties (β = -.13, t(599) = -3.21, p < .01). CONCLUSIONS Students use a wide range of low-, moderate- and high-utility learning techniques. The use of learning techniques has an influence on the difficulties perceived by students. Therefore, they could benefit from knowing about and using high-utility learning techniques to facilitate their learning. Faculties should inform their students about effective learning and introduce them to useful learning techniques.
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Affiliation(s)
- Anne Franz
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Dieter Scheffner Center for Medical Education and Educational Research, Charitéplatz 1, 10117, Berlin, Germany
| | - Sebastian Oberst
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Dieter Scheffner Center for Medical Education and Educational Research, Charitéplatz 1, 10117, Berlin, Germany
| | - Harm Peters
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Dieter Scheffner Center for Medical Education and Educational Research, Charitéplatz 1, 10117, Berlin, Germany
| | - Ralph Berger
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Department of Quality Assurance, Charitéplatz 1, 10117, Berlin, Germany
| | - Ronja Behrend
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Dieter Scheffner Center for Medical Education and Educational Research, Charitéplatz 1, 10117, Berlin, Germany.
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Semester Coordination, Charitéplatz 1, 10117, Berlin, Germany.
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