Perception of the study situation and mental burden during the COVID-19 pandemic among undergraduate medical students with and without mentoring

Guse, Jennifer; Heinen, Ines; Kurre, Jana; Mohr, Sonja; Bergelt, Corinna

doi:10.3205/zma001365

Cited by 16 publications

(13 citation statements)

References 18 publications

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“…The pandemic has probably increased the uncertainty level of these first-year MS concerning their ability to succeed to their exam, which has probably induced high rates of mental health symptoms. They were also highly isolated, and a decrease of motivation has been reported among students ( Guse et al, 2020 ). In addition, clinical practice, which is implemented in France by the second year, maybe a protective factor against mental health symptoms for several reasons.…”

Section: Discussionmentioning

confidence: 99%

Mental health of medical students during the COVID19: Impact of studies years

Essadek

Gressier

Robin

et al. 2022

Journal of Affective Disorders Reports

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Background The COVID-19 pandemic had led to severe education disruption in many countries, including for medical students (MS). We aimed to evaluate MS mental health in France and search for a difference depending on studies’ years and clinical activities. Methods In a cross-sectional, survey-based study during the first confinement, 668 (8.35%) MS were compared to 7 336 non-medical students (non-MS) (91.65%). The PHQ-9 (≥10), the GAD-7 (≥8), and the IES-R (≥26) were collected to assess depressive, anxiety, and distress symptoms. Multivariable logistic regression analyses were performed. Results MS reported significant psychological distress (depressive symptoms: 38.17%, anxiety: 38.77% and distress: 36.83%). Compared to non-MS, they reported less significant depressive (OR, 0.80; 95% CI, 0.67-0.91; P = .007) and distress symptoms (OR, 0.73; 95% CI, 0.62-0.87; P < .001), after taking into account potential confounding variables including COVID-19 diagnosis. First year-MS reported higher rates of significant psychological distress than MS with clinical activities. Moreover, depressive symptoms’ rates were higher among MS with COVID-19 diagnosis (OR, 2.61; 95% CI, 1.21-6.13; P = .016). Conclusions Special attention should be offered to first year-MS and MS with COVID-19 diagnosis. Systematic companionship could be implemented for first year MS, and systematic psychiatric/psychological consultations for students with COVID-19 diagnosis.

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Section: Discussionmentioning

confidence: 99%

Mental health of medical students during the COVID19: Impact of studies years

Essadek

Gressier

Robin

et al. 2022

Journal of Affective Disorders Reports

View full text Add to dashboard Cite

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“…It has brought widespread disruption to undergraduate medical education 2 3. Thus, medical students worldwide face major changes regarding their medical training and study motivation decreased 4. Many medical schools have made changes to their curricula and campus life to protect patients and students by social distancing.…”

Section: Introductionmentioning

confidence: 99%

Mental burden and perception of the study situation among undergraduate students during the COVID-19 pandemic: a cross-sectional study and comparison of dental and medical students

et al. 2021

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ObjectivesTo investigate levels of distress, depression, anxiety, stress and perception of their current study situation during the COVID-19 pandemic among undergraduate dental and medical students.DesignObservational, cross-sectional study including two consecutive surveys (May and July 2020).SettingA large medical school in Germany.ParticipantsAll first year dental and medical students were invited. 132 participating first year students (44 dental, 88 medical) from the first survey and 150 students (50 dental, 100 medical) from the second were included in our analyses.Primary and secondary outcome measuresMental burden (distress thermometer, Patient Health Questionnaire-4, Perceived Stress Scale-4) and self-reported changes in mental health and perception of study situation during the COVID-19 pandemic (self-developed items) were compared. Open-ended questions were analysed by conventional content analyses.ResultsA considerable proportion of students (t1: May 2020: 84.1%; t2: July 2020: 77.3%) reported distress levels above cut-off. In July 2020, dental students reported significantly higher distress scores than medical students (dental: M=7.0, SD=2.3; medical: M=5.7; SD=2.1; p<0.001). More dental than medical students reported mild, moderate and severe levels of anxiety and depression symptoms. The majority stated that their mental health and study motivation had not changed during the pandemic. Logistic regression showed that being a dental student was significantly associated with a higher likelihood for serious worries regarding the study situation during COVID-19 at t1 (OR 4.0; 95% CI 1.1 to 14.2). At t2 higher distress was significantly associated with a higher likelihood for experiencing serious worries (OR 1.8; 95% CI 1.3 to 2.5). Regarding current concerns related to the pandemic, students most frequently reported difficulties with self-regulated learning (15.2%), study-related worries and uncertainty (14.4%), missing feedback of students and lecturers (11.4%) and lack of practical training (9.8%).ConclusionThe results suggest that high mental burden and the lack of practical training among medical and dental students is an increasing problem, with a possibly even higher urgency in dental students. Tailored psychological and educational support offers during and after the COVID-19 pandemic might help them as they progress through (medical and) dental school.

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“…It is possible that this trend features prominently because of the necessity to continue medical training in situ and the accessibility to medical students, trainees and samples to be recruited for a rapid scientific investigation versus other fields. Moreover, the co‐occurring keywords could also suggest that a certain amount of research has explored the impact of COVID‐19 and emergency online learning on student mental health (eg, Guse et al., 2020 ; Vishwanathan et al., 2021 ; White et al., 2021 ). We note that the term “digital divide” has dense links with “anxiety” and “stress.” An example of such a link was found in Shin and Hickey ( 2021 ), a survey study revealing that students, more likely females, experienced issues regarding mental health, digital divide, inequity and accessibility during emergency remote learning.…”

Section: Resultsmentioning

confidence: 99%

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19

Zhang

Carter

Qian

et al. 2022

Brit J Educational Tech

140

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This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed

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Perception of the study situation and mental burden during the COVID-19 pandemic among undergraduate medical students with and without mentoring

Cited by 16 publications

References 18 publications

Mental health of medical students during the COVID19: Impact of studies years

Mental health of medical students during the COVID19: Impact of studies years

Mental burden and perception of the study situation among undergraduate students during the COVID-19 pandemic: a cross-sectional study and comparison of dental and medical students

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19

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