The perceived stress and approach to learning effects on academic performance among Sudanese medical students

Mirghni, Hyder Osman; Elnour, Mohammed Adam Ahmed

doi:10.19082/4072

Cited by 12 publications

(13 citation statements)

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“…Conversely, some inconsistencies were found in terms of which approaches were used in different semesters. Fourth-term students showed less of a deep approach than other term students, in contrast to the findings of previous studies [ 7 , 8 ]. However, this observation agrees with those of Shah et al [ 1 ], Premkumar et al [ 9 ] and Samarakoon et al [ 10 ].…”

Section: Discussioncontrasting

confidence: 99%

Distribution and academic significance of learning approaches among pre-clinical medical students at Trinity School of Medicine, St Vincent and the Grenadines

Paudel

Nepal

Shrestha

et al. 2018

J Educ Eval Health Prof

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PurposeDifferent students may adopt different learning approaches: namely, deep and surface. This study aimed to characterize the learning strategies of medical students at Trinity School of Medicine and to explore potential correlations between deep learning approach and the students’ academic scores.MethodsThe study was a questionnaire-based, cross-sectional, observational study. A total of 169 medical students in the basic science years of training were included in the study after giving informed consent. The Biggs’s Revised Two-Factor Study Process Questionnaire in paper form was distributed to subjects from January to November 2017. For statistical analyses, the Student t-test, 1-way analysis of variance followed by the post-hoc t-test, and the Pearson correlation test were used. The Cronbach alpha was used to test the internal consistency of the questionnaire.ResultsOf the 169 subjects, 132 (response rate, 78.1%) completely filled out the questionnaires. The Cronbach alpha value for the items on the questionnaire was 0.8. The score for the deep learning approach was 29.4± 4.6, whereas the score for the surface approach was 24.3± 4.2, which was a significant difference (P< 0.05). A positive correlation was found between the deep learning approach and students’ academic performance (r= 0.197, P< 0.05, df= 130).ConclusionMedical students in the basic science years at Trinity School of Medicine adopted the deep learning approach more than the surface approach. Likewise, students who were more inclined towards the deep learning approach scored significantly higher on academic tests.

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Section: Discussioncontrasting

confidence: 99%

Distribution and academic significance of learning approaches among pre-clinical medical students at Trinity School of Medicine, St Vincent and the Grenadines

Paudel

Nepal

Shrestha

et al. 2018

J Educ Eval Health Prof

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“…Previous studies had reported a high incidence of stress among Sudanese medical students that can range between 16 and 88.1% [1,22]. However, information is scarce regarding the sources of stress and risk factors associated with stress development in these medical students.…”

Section: Introductionmentioning

confidence: 99%

Stress and its correlates among medical students in six medical colleges: an attempt to understand the current situation

Ragab

Dafallah

Salih

et al. 2021

Middle East Curr Psychiatry

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Background Medical students encounter various stressors during their studies. The study aimed to assess stress levels, sources, and associated determinants among Sudanese medical students. An online questionnaire-based study was conducted among 617 undergraduate medical students of 6 different universities in Sudan. A 19-item questionnaire was utilized to assess stress sources, in addition to demographics, stress manifestations, and coping strategies. Results The overall prevalence of stress was 31.7% (p < 0.01). The main sources of stress were time pressure, heavy workload, fear of failure, and examination frequency. One-third of students indicated that they experienced at least one source of psychosocial- and teaching-related stress. Female medical students were more significantly stressed due to academics than males. Also, fourth- and fifth-year students were academically more stressed in comparison to the first-year students. Poisson regression analysis model showed that first-year students were less stressed than the final-year students in relation to academics (odds = 0.888, P = 0.003). Male medical students, across all study years, were far less stressed than females (odds = 0.901, P = 0.000153). Expectedly, ‘studying medicine by choice’ was associated with decreased odds for psychosocial stressors (odds = 0.885, P = 0.00781), and improved model-fit (chi-squared = 6.8952, P = 0.008643). Also, the year of study was a predictor of teaching-related stress development. Conclusions Female medical students were more stressed due to academics than males. On the other hand, final-year students were more academically stressed than first-year students. Female medical students were likely having stress related to academic stress development, while being first-year medical student was a predictor of not developing academic stress. Studying medicine by choice’ was associated with ability to cope against stress.

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“…The finding that dental students in this study prefer a DAL to an SAL aligns with prior research. For instance, in studies on medical students in Ireland, 35 Scotland, 36 the Caribbean, 37 Nepal, 38 Sri Lanka, 39 Ghana, 40 and Sudan 41 , researchers have found that students preferentially adopted a DAL. This trend raises questions about how learners perceive the disciplines of medicine and dentistry.…”

Section: Discussionmentioning

confidence: 99%

Most surface learning in the third year: Dental student learning approaches and implications for curriculum and assessment

Lee

Kim

Choi

2020

Journal of Dental Education

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Context Dental schools seek to educate students to become inclined toward self‐directed, lifelong learning, an important mindset for healthcare professionals that may be linked to deep versus surface learning approaches. Students using a deep learning approach are more intrinsically motivated and actively engage in higher‐order thinking, while those using a surface learning approach are more extrinsically motivated and aim for passive learning. Objectives Because student learning approaches can be influenced by a wide variety of learning experiences, we sought to understand how student approaches to learning differ by year in dental school and are related to academic achievement. Methods A total of 244 students in a 4‐year dental school program in South Korea voluntarily participated in this study. We collected data on school year and academic achievement, and approaches to learning of participants using the validated Study Processes Questionnaire to assess learning approach, which included the constructs of deep motive, deep strategy, surface motive, and surface strategy. Results We conducted 3 sets of statistical analyses and found that most students adopted a deep approach to learning (DAL) in their first and second years (Y1 and Y2), with third‐year students (Y3) showing heavy dependence on a surface approach to learning (SAL) and sharp drops in intrinsic motives. Student approaches to learning were not significantly related to academic achievement. In the first 2 years of dental school, students tended to adopt a DAL, and viewed their learning as personal growth and their profession as necessitating deep intellectual inquiry. Conclusions In the third year, the change from a DAL to a SAL coincided with entry to clinical training. The lack of integration of biomedical science (Y1 and Y2) and clinical science (Y3 and Y4), and increased stress in the initial clinical context may account for this difference. The poor correlation between a DAL and high achievement may indicate a need for change in assessment methods. This study hopes to stimulate reflection regarding student learning approaches and educational efforts that prepare future dentists for lifelong learning.

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The perceived stress and approach to learning effects on academic performance among Sudanese medical students

Cited by 12 publications

References 13 publications

Distribution and academic significance of learning approaches among pre-clinical medical students at Trinity School of Medicine, St Vincent and the Grenadines

Distribution and academic significance of learning approaches among pre-clinical medical students at Trinity School of Medicine, St Vincent and the Grenadines

Stress and its correlates among medical students in six medical colleges: an attempt to understand the current situation

Most surface learning in the third year: Dental student learning approaches and implications for curriculum and assessment

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