Preparing medical students for clinical practice: easing the transition

Teagle, Alexandra R; George, Maria; Gainsborough, Nicola; Haq, Inam; Okorie, Michael

doi:10.1007/s40037-017-0352-2

Cited by 33 publications

(32 citation statements)

References 6 publications

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“…At the same time, another half also agreed with the item and was found to have a varying percentage of mild, moderate, or even severe stress. This is consistent with the results of studies 18 , 32 , 33 reporting high test anxiety among students whereas another study 21 reported medium test anxiety. This variation in the degree of test anxiety may relate to the complexity of certain topics, different items designed by different staff, and also the interest in the topic.…”

Section: Discussionsupporting

confidence: 91%

<p>Association of COVID-19 Pandemic with undergraduate Medical Students’ Perceived Stress and Coping</p>

Abdulghani¹,

Sattar²,

Ahmad³

et al. 2020

PRBM

157

155

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Purpose The COVID-19 pandemic poses a major challenge for medical students’ learning and has become a potential stressor, with a profound influence on their psychological well-being. We aimed to determine the effect of the current pandemic on undergraduate medical students’ learning. We also explored the association of their stress level with coping strategies, educational, and psychological variables. Materials and Methods This is a cross-sectional design study, and participants were the 1st to 5th year medical students. A self-administered questionnaire (18 items) and a well-known Kessler 10 Psychological Distress questionnaire (10 items) were used to collect the data related to perceived stress with an association of educational, psychological, and coping variables. Results The prevalence of overall stress was significantly higher ( χ 2 = 16.3; P =0.000) in female medical students, ie, (40%) as compared to the male students (16.6%), and was highest (48.8%) during the 3rd medical year. It was also noted that the most effective strategy, embraced by students to cope with the severe stress, was “indulging in religious activities” (OR= 1.08; P =0.81). Furthermore, 22.3% of students had perceived severe stress as they did not prefer online learning. Similarly, those students who have not believed or refused the online learning or disagree in “there is pleasure in the study due to COVID” they have significantly higher stress ( χ 2 =39.7; P =0.000) 21.5% mild, 17.8% of moderate, and 21.2% severe. Conclusion We found that the COVID-19 pandemic has induced stress and changes in medical students’ educational attitudes and strategies. The results exhibited that the predominance of stress is higher in females than males, and also more stress was perceived by the students during their transitional year, ie, 3rd medical year (from pre-clinical to clinical) and also the respondents who regularly did religious meditation were at lower levels of stress. COVID-19’s influence on medical education and students’ well-being will be felt at an extended level, which necessitates an appropriate plan for preparedness.

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Section: Discussionsupporting

confidence: 91%

<p>Association of COVID-19 Pandemic with undergraduate Medical Students’ Perceived Stress and Coping</p>

Abdulghani¹,

Sattar²,

Ahmad³

et al. 2020

PRBM

157

155

View full text Add to dashboard Cite

show abstract

“…[9][10][11][12][13][14] These changes present both a logistical and personal challenge, particularly relevant for those transitioning from student to doctor, an evolution that has long been recognised as challenging. 15 Available evidence suggests that medical students' mental health status is already poorer than that of the general population, 16 with academic stress being a chief predictor of ill health. 17 Exposing final year medical students to an expedited graduation and placement at the frontline may exacerbate this and is already a concern expressed by some in the UK.…”

Section: Student Essaymentioning

confidence: 99%

Medical students and COVID-19: the need for pandemic preparedness

2020

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The COVID-19 pandemic has prompted unprecedented global disruption. For medical schools, this has manifested as examination and curricular restructuring as well as significant changes to clinical attachments. With the available evidence suggesting that medical students’ mental health status is already poorer than that of the general population, with academic stress being a chief predictor, such changes are likely to have a significant effect on these students. In addition, there is an assumption that these students are an available resource in terms of volunteerism during a crisis. This conjecture should be questioned; however, as those engaging in such work without sufficient preparation are susceptible to moral trauma and adverse health outcomes. This, in conjunction with the likelihood of future pandemics, highlights the need for ‘pandemic preparedness’ to be embedded in the medical curriculum.

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“…The clinical learning environment presents medical students with several transition challenges . While contributing to patient care has significant benefits for clinical learning, there remain relational and intrapersonal barriers that prevent medical students feeling they are legitimate members of the health team.…”

Section: Discussionmentioning

confidence: 99%