Mental health of medical students before and during medical education: A prospective study

Yusoff, Muhamad Saiful Bahri; Pa, Mohamad Najib Mat; Esa, Ab Rahman; Rahim, Asma

doi:10.1016/j.jtumed.2013.03.004

Cited by 36 publications

(43 citation statements)

References 23 publications

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“…The finding of a higher rate of depressive symptoms among female students in the traditional curriculum is consistent with findings of other studies [10, 21, 45–48]. On the other hand, the finding of a lower rate of depressive symptoms among female students in the SBC (though statistically not significant) contradicts the finding of other studies that found more female than male medical students becoming depressed during the first two years of schooling [10, 21, 47].…”

Section: Discussionsupporting

confidence: 92%

“…On the other hand, the finding of a lower rate of depressive symptoms among female students in the SBC (though statistically not significant) contradicts the finding of other studies that found more female than male medical students becoming depressed during the first two years of schooling [10, 21, 47]. However, a recent study from Malaysia reports similar findings [48]. Women, in general ,are known to have a higher lifetime risk of depression and anxiety than men [20].…”

Section: Discussioncontrasting

confidence: 57%

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Student centered curricular elements are associated with a healthier educational environment and lower depressive symptoms in medical students

et al. 2014

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BackgroundAny curriculum change is essentially an environmental change; therefore there is a need to assess the impact of any change in the curriculum on the students’ perception of the Educational Environment (EE) and psychological well-being. The objectives of the current study are to (i) compare the EE perceptions of medical students studying in a System Based Curriculum (SBC) with those studying in a traditional curriculum (ii) compare the rate of depressive symptoms among the same students studying in both types of curricula (iii) determine whether there is a difference in the EE perception and depressive symptoms based on gender and year of study.MethodsA cross sectional survey was conducted in a Saudi Medical School from 2007-2011, a period in which the school transitioned from a traditional to a SBC. A bilingual version of the Dundee Ready Educational Environment Measure (DREEM) inventory was used for measuring the EE; the Beck Depression Inventory (BDI II) was used for screening of depressive symptoms. A separate demographic questionnaire was also used. Mean scores and percentages were calculated. Continuous variables were summarized as means and standard deviation. For comparison of means, the effect size and student t test (with significance level of <0.05) were used. The percentages of the categorical data were compared using chi square test.ResultsThe mean total DREEM score of positive perception of the EE in the SBC students was significantly higher (better) than the traditional curriculum students (p < 0.01) with an effect size of 0.472. The mean total score on the BDI-II inventory for depressive symptoms was higher (sicker) 21.3 among the female traditional curriculum students than 16.7 among the male traditional curriculum students and the difference was statistically significant (p = 0.001). The BDI score of the female SBC students (14.7) was significantly lower (healthier) than the female traditional curriculum students (21.3). No similar change was noted for the male students.ConclusionThe current study adds to the advantages of the SBC indicating not only healthier EE for both genders but also healthier emotional well-being for female students only.Electronic supplementary materialThe online version of this article (doi:10.1186/1472-6920-14-192) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 92%

Section: Discussioncontrasting

confidence: 57%

Student centered curricular elements are associated with a healthier educational environment and lower depressive symptoms in medical students

et al. 2014

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“…The bachelor of medicine/dentistry in Saudi Arabia is six-year programme in which year 1 is orientation, years 2-3 are preclinical, and years 4-6 are clinical. Using sample size formula of continuous outcome in a population (Sullivan 2011, p. 171), the following inputs were used: (1) type I error of 5%, (2) a margin of error of two units as the most conservative (smallest) difference between anxiety categories in DASS-21, and (3) standard deviation of 10.6 as the most conservative (largest) value from a similar study (Yusoff et al 2013). Thus, a minimum sample of 108 participants was needed in order to detect an effect.…”

Section: Methodsmentioning

confidence: 99%

Psychological well-being status among medical and dental students in Makkah, Saudi Arabia: A cross-sectional study

2015

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Objectives: Medical and dental students experience poor psychological well-being relative to their peers. This study aimed to assess the psychological well-being among medical and dental students in Saudi Arabia, identify the high-risk groups and assess the association between the psychological well-being and the academic performance. Methods: In this cross-sectional study, 422 preclinical medical and dental students at Umm Al-Qura University, Saudi Arabia, were recruited to assess their depression, anxiety, stress, self-efficacy and satisfaction with life levels using 21-items Depression Anxiety Stress Scale (DASS-21), General Self-Efficacy (GSE) scale and Satisfaction With Life Scale (SWLS). Students' academic weighted grades were obtained later. Descriptive statistics and univariate general linear model were used to analyse data. Results: High levels of depression (69.9%), anxiety (66.4%) and stress (70.9%) were indicated, whereas self-efficacy (mean ¼ 27.22, sd ¼ 4.85) and life satisfaction (mean ¼ 23.60, sd ¼ 6.37) were within the normal range. Female medical students had higher psychological distress in contrast to dental students. In general, third-year students were more depressed and stressed in comparison with second-year students, except for stress among dental students. Moreover, all females had higher self-efficacy than males. Life satisfaction was higher within the second-year and high family income students. Depression was the only psychological variable correlated with the academic performance. Conclusion: High levels of psychological distress were found. Female medical students had higher psychological distress than males, whereas male dental students had higher distress than female. Medical students at third year were more depressed and stressed. Dental students were more depressed in the third year, but more stressed in the second year. Attention should be directed towards reducing the alarming levels of depression, anxiety and stress among medical and dental students.

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“…Medicine is a highly demanding course that may physically and psychologically burden medical students; most of the time leads to stress, anxiety, burnout and depression (1)(2)(3)(4)(5). For that reasons, medical students require certain personality traits to enable them to effectively cope with such pressure in the unfavourable education environment (6).…”

Section: Introductionmentioning

confidence: 99%

A Confirmatory Factor Analysis of USM Personality Inventory (USMaP-i) among Medical Degree Program Applicants in Universiti Sains Malaysia

Farliza¹,

Nor²,

Yusoff³

et al. 2016

EIMJ

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Introduction:USMaP-i is an English, 66-item self-administered inventory, consisting of personality (60 items, 5 factors) and faking (one factor) components, which was mainly developed to measure personality traits among Malaysian students based on local cultures and values. The personality component was based on the Big Five dimensions as suggested by numerous personality researchers. Previous exploratory studies showed promising validity, reliability and stability of USMaP-i. Objective: To provide further validity evidence of USMaP-i for use among medical degree program applicants by confirmatory factor analysis (CFA). Methods: Data were collected as a part of screening of medical degree program applicants for year 2010-2013 intakes in Universiti Sains Malaysia (USM), of which 657 cases were suitable for analyses following a data screening measures. CFA was performed by bootstrap maximum likelihood estimation due to non-normality of items at multivariate level. Results: Although the revised five-factor model of personality showed good model fit (X2(df) = 144.36(55), P-value < 0.001; CFI = .944, TLI = .921; RMSEA = .050; SRMR = .032, Bollen-Stine bootstrap P-value = 0.004), the reliability of the factors is very poor (composite reliabilities (CR) = .483 to .650). In contrast, the unidimensional faking component exhibited good model fit (X2(df) = 14.15(5), P-value = 0.015; CFI = .984, TLI = .968; RMSEA = .053; SRMR = .011, Bollen-Stine bootstrap P-value = 0.068) and factor reliability (CR = 0.731). Conclusion: The personality component should be revised and revalidated due to poor reliability, despite showing good model fit. In contrast, the faking component showed good model fit and reliability. Further validation studies are recommended before its use among medical degree program applicants.

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Mental health of medical students before and during medical education: A prospective study

Cited by 36 publications

References 23 publications

Student centered curricular elements are associated with a healthier educational environment and lower depressive symptoms in medical students

Student centered curricular elements are associated with a healthier educational environment and lower depressive symptoms in medical students

Psychological well-being status among medical and dental students in Makkah, Saudi Arabia: A cross-sectional study

A Confirmatory Factor Analysis of USM Personality Inventory (USMaP-i) among Medical Degree Program Applicants in Universiti Sains Malaysia

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