The coping strategies during medical education predict style of success in medical career: a 10-year longitudinal study

Tartas, Małgorzata; Walkiewicz, Maciej; Budzinski, Waldemar; Majkowicz, Mikołaj; Wójcikiewicz, Krzysztof; Zdun-Ryżewska, Agata

doi:10.1186/s12909-016-0706-1

Cited by 38 publications

(28 citation statements)

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“…In the context of higher education, adaptive coping has been associated with emotional intelligence (Thomas, Cassady, & Heller, 2017), motivation (Struthers, Perry, & Menec, 2000), optimism (Perera & McIlveen, 2014), satisfaction with the chosen career (Tartas et al, 2016) and positive commitment to studies (Bonneville-Roussy, Evans, Verner-Filion, Vallerand, & Bouffard, 2017), while maladaptive coping has been associated with low levels of life satisfaction (Saklofske, Austin, Mastoras, Beaton, & Osborne, 2012), negative affect and stress among university students (Bonneville-Roussy et al, 2017). In addition, previous research suggested that adaptive coping strategies are associated with academic performance (Saadu & Adesokan, 2013;Schellenberg & Bailis, 2016), whereas avoidant maladaptive coping strategies are associated with poorer academic achievement (MacCann, Fogarty, Zeidner, & Roberts, 2011).…”

Section: Introductionmentioning

confidence: 99%

Coping, academic engagement and performance in university students

Gómez

Pérez

Arias-Gundín

2018

Higher Education Research & Development

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The aim of this study is to evaluate the relationships between coping (i.e., adaptive or maladaptive), academic engagement dimensions (i.e., vigor, dedication and absorption) and academic performance, as well as the mediating role of academic engagement dimensions in the relationship between coping and academic performance. Data were collected from a sample of 808 undergraduate students at a Spanish University. Participants completed the Coping Strategies Inventory (CSI) for the measurement of coping strategies and the Work Engagement Student Scale (UWES-SS) for the measurement of academic engagement. Academic performance was evaluated by the grade point average. Results showed that adaptive coping, academic engagement dimensions and academic performance were positively related. Maladaptive coping was negatively related to performance, but there were no significant correlations between maladaptive coping and any academic engagement dimension. Mediation analysis showed that engagement dimensions mediated the relationship between adaptive coping and performance. Adaptive coping increased academic vigor, dedication and absorption and these dimensions improved performance in turn. In conclusion, this study provides evidence of the way in which academic engagement mediates between adaptive coping and performance. In addition, maladaptive coping is directly, negatively related to performance. The theoretical interpretation of the results and the potential applications for intervention are discussed.

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Section: Introductionmentioning

confidence: 99%

Coping, academic engagement and performance in university students

Gómez

Pérez

Arias-Gundín

2018

Higher Education Research & Development

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“…The common strategies used were positive reframing, planning, acceptance, and active coping. A recent study examined the relationship between the coping strategies used during medical school and the style of success in their medical career (24). The authors concluded that students who take action and deal directly with a problem have a low incidence of burnout, earn the highest income and have the highest quality of life.…”

Section: Discussionmentioning

confidence: 99%

Stress and Coping Strategies among Undergraduate Nursing and Medical Students at American International Medical University, St Lucia

Shankar¹,

Cox²,

Leon³

et al. 2019

EIMJ

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Medical education can be highly stressful and could affect student performance and well-being. The present study was conducted to study stress and coping strategies among undergraduate medical and nursing students at a university in Saint Lucia. The study was conducted during July 2018 using the medical student stressor questionnaire (MSSQ) and the brief cope. The study was conducted using an online questionnaire. Gender, course of study, semester, nationality and age were noted. The stressors were grouped into six categories. Mean scores of individual statements and of the six categories were calculated. Fourteen dimensions of coping strategies were noted. These were grouped into problem focused, active emotional and avoidant coping. Mean scores were calculated. Scores were compared among different subgroups of respondents. Eighty-two students of the 161 students (50.93%) participated. Majority was medical students and Indian nationals. Most stressors caused only mild to moderate stress. Academic related stressors had the highest score (2.39) while drive and desire related stressors had the score of 0.94. Differences were noted among certain subgroups. Commonly used coping strategies were active coping, positive reframing, planning and acceptance. The use of some coping strategies varied among different respondents. The mean scores for problem focused, active emotional, and avoidant coping were 21.42, 24.08 and 18.90, respectively. Information was obtained about stress and coping strategies. There were similarities and differences compared to the study conducted in Aruba. Longitudinal studies and studies in other offshore Caribbean medical schools are required.

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“…Three styles of success in a medical career were identified based on significant differences between them in terms of: -postgraduate medical competence, -satisfaction with medicine as a career, -work stress and burnout, -quality of life [25][26][27].…”

Section: Dependent Variablesmentioning

confidence: 99%

“…The "Clever -satisfied with life" is the least committed to their work, but they derive the most benefit from it. The "Bright -competent" could be characterized as the most competent, nevertheless, they have problems with managing their lives [25][26][27]. The presented study was designed to describe the role of the system values during medical education in determining styles of occupational success in a medical career within 4 years after graduation, basing on our model of success.…”

Section: Introductionmentioning

confidence: 99%

The system of values and styles of success in the medical career: A longitudinal study

Budzinski

Walkiewicz

Tartas

2018

Int J Occup Med Environ Health

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Objectives: The purpose of the study was to investigate the relation between system values during medical education and styles of success in the medical career. Material and Methods: The participants were first examined when they applied to the medical school. Questionnaires were given to these students each academic year. Medical doctors who had participated in the first phase of the study completed a questionnaire 4 years after their graduation, too. The baseline questionnaire measured the system values. The follow-up questionnaire included measures of quality of life, work stress and burnout, satisfaction with medicine as a career and professional competency. Results: The identified 3 groups of students representing 3 types of careers had been different regarding their preferred terminal values and instrumental values. Out of 3 groups, 2 presented a high risk of burnout. What is more the life goals (terminal values) are relatively stable, but preferable modes of behavior (instrumental values) are likely to change. The most important differences between students who may suffer from burnout later as doctors and those who are at a lower risk are e.g., family security, freedom, happiness, mature love, self-respect, social recognition and wisdom. Conclusions: The Rokeach Value Survey may be applied to identify specific tendencies in the development of medical career. The obtained results may be used by the medical school admission officers as well as resident selection committees in order to identify candidates who may be at risk of professional difficulties. Authors can identify during medical education which student will be at risk of professional burnout after studies. Thus there could be a selection of interventions directed toward differentiated groups of students, e.g.: supplying them with proper coping vs. guiding them, to increase life satisfaction and productivity. Int J Occup Med Environ Health 2018;31(6):823 -835

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The coping strategies during medical education predict style of success in medical career: a 10-year longitudinal study

Cited by 38 publications

References 28 publications

Coping, academic engagement and performance in university students

Coping, academic engagement and performance in university students

Stress and Coping Strategies among Undergraduate Nursing and Medical Students at American International Medical University, St Lucia

The system of values and styles of success in the medical career: A longitudinal study

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