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Personal development and self-care
Published in Jill Thistlethwaite, John Spencer, Professionalism in Medicine, 2018
Jill Thistlethwaite, John Spencer
The question arises as to when this behaviour starts. Is it during medical training? According to a study conducted by the Nuffield Provincial Hospitals Trust, attitudes that are formed at medical school are one of the reasons why doctors do not seek help later in their careers.32 Each year papers are published documenting medical students’ stress and its causes. Although medical students appear to experience more stress than non-students of similar ages,33,34 they are not necessarily more stressed than other student groups.35 Stress among medical students is precipitated by studying, and by worries about progress and aptitude.36 It is associated with low levels of social support.32
Resilience
Published in Adam Staten, Euan Lawson, GP Wellbeing, 2017
Physician personality has been found to be associated with wellness. One Norwegian study found that neuroticism and conscientiousness traits predict stress in medical students.5 Workaholism and perfectionism have been traits associated with suicide in physicians.6 Lemaire and Wallace explored personality and doctors’ perceptions with a cross-sectional study that surveyed more than 1000 Canadian physicians.7 They had previously noted that physicians tended to identify strongly (%) with three different personality types (Figure 7.1):
The effects of traditional medical education
Published in Penelope Cavenagh, Sam J Leinster, Susan Miles, The Changing Face of Medical Education, 2017
Survival tactics in terms of styles of learning have perhaps been adopted by medical students in the pursuit of avoiding failure and passing examinations at medical school, but despite this coping strategy there is agreement17 that the vast quantity of information to absorb in traditional medical education has been a source of significant stress to medical students.
Prevalence, characteristics and measurement of somatic symptoms related to mental health in medical students: a scoping review
Published in Annals of Medicine, 2023
Edie L. Sperling, Jennifer M. Hulett, LeeAnne B. Sherwin, Sarah Thompson, B. Ann Bettencourt
This scoping review is the first of its kind to assess physical symptoms of stress in medical students, and finds varying degrees of the prevalence and type of symptoms, largely due to the range of research questions in the original articles and differing outcome measures. This review also reveals a dearth of practical information on predicting, preventing or treating physical symptoms of stress in medical students – an area ripe for further investigation. Although there exists considerable research on how personality traits and coping strategies influence medical students’ stress levels and mental health, further research on personality and coping as they relate to physical symptoms of stress would be beneficial for understanding what may predispose medical students to experiencing physical symptoms – given that both mental and physical symptoms can lead to reduced quality of life [10–12] and occupational attrition [8,9].
Medical students' perception of test anxiety triggered by different assessment modalities
Published in Medical Teacher, 2018
Salman Y. Guraya, Shaista S. Guraya, Fawzia Habib, Khalid W. AlQuiliti, Khalid I. Khoshhal
Although optimal degree of stress, often called favorable stress, is perceived to enhance learning ability of students (Sadock and Sadock 2011), excessive levels of anxiety results in unfavorable stress with unintended adverse consequences (Dyrbye et al. 2006). Stress in medical students invariably leads to negative health outcomes with symptoms of anxiety and depression (Dyrbye et al. 2005). Literature has shown that unfavorable stress is associated with low self-esteem of medical students (Silver and Glicken 1990), decreased ability to solve interpersonal conflicts (Clark and Rieker 1986), sleeping disorder (Niemi and Vainiomäki 2006), attention deficit disorder, inability to concentrate, tendency to commit suicide, and alcohol and drug abuse (Newbury-Birch et al. 2000). The three most stressful factors inducing maximum anxiety in medical students have been reported to be examinations, large amount of course content to be learnt, and insufficient time to revise what have been learnt (Yusoff et al. 2010).
Medical students’ perceptions of stress due to academic studies and its interrelationships with other domains of life: a qualitative study
Published in Medical Education Online, 2019
Christin Bergmann, Thomas Muth, Adrian Loerbroks
While their academic studies likely represent a very important domain of medical students’ life, there are additional domains of life (e.g., family, friends, leisure-time activities). It seems plausible that these non-academic domains of life interact with academic stress. For instance, social support from family members may help to reduce stress or may buffer against the sequels of stress [21]. This study sought to expand the current research on stress among medical students by exploring the interrelatedness of the demands due to medical studies with other domains of life, which may be associated with competing demands or that may offer coping resources. Doing so, the present study builds on models of work-family-conflict, which have been established in research among adult working populations. A work-family conflict may be experienced, for instance, when time devoted to the requirements of one role makes it difficult to fulfill the requirements of another role (time-based conflict) [22]. In terms of medical studies, a time-based conflict may imply that students feel to lack time for leisure time activities due to spending most of their time on medical studies, which implies potentially reduced opportunities for recovery. Previous studies have found for instance that socializing with peers decreases during medical school [23]. Consequently, social support resources are reduced and loneliness is another stressor for medical students [24]. Another type of conflict is a strain-based conflict which exists when strain caused by one role affects another role [22], for instance, if medical students are exhausted from studying and feel emotionally too drained to participate in family activities.