What do medical students think about their quality of life? A qualitative study

Abstract

BackgroundMedical education can affect medical students’ physical and mental health as well as their quality of life. The aim of this study was to assess medical students’ perceptions of their quality of life and its relationship with medical education.MethodsFirst- to sixth-year students from six Brazilian medical schools were interviewed using focus groups to explore what medical student’s lives are like, factors related to increases and decreases of their quality of life during medical school, and how they deal with the difficulties in their training.ResultsStudents reported a variety of difficulties and crises during medical school. Factors that were reported to decrease their quality of life included competition, unprepared teachers, excessive activities, and medical school schedules that demanded exclusive dedication. Contact with pain, death and suffering and harsh social realities influence their quality of life, as well as frustrations with the program and insecurity regarding their professional future. The scarcity of time for studying, leisure activities, relationships, and rest was considered the main factor of influence. Among factors that increase quality of life are good teachers, classes with good didactic approaches, active learning methodologies, contact with patients, and efficient time management. Students also reported that meaningful relationships with family members, friends, or teachers increase their quality of life.ConclusionQuality of teachers, curricula, healthy lifestyles related to eating habits, sleep, and physical activity modify medical students’ quality of life. Lack of time due to medical school obligations was a major impact factor. Students affirm their quality of life is influenced by their medical school experiences, but they also reframe their difficulties, herein represented by their poor quality of life, understood as necessary and inherent to the process of becoming doctors.

Depression, stress and anxiety in medical students: A cross-sectional comparison between students from different semesters

“…These strategies might include both individuals and the group as a whole, 14,15 promoting the resumption of healthy habits, and attention to health, leisure, and religiosity. [16][17][18] The objective of the present study was to compare the prevalence of anxiety, depression, and stress in medical students from all semesters of medical school training and assess their respective associated factors to evaluate potential stressors and identify the major challenges faced by the students during medical training.…”

Empathy, Compassion and Quality of Life in Nursing and Medical Students

“…However, medical students reported better social relationships than nursing students. Research indicates that the rigors of medical school and experiencing medical burden (Angkurawaranon, et al, 2016) adversely affect the quality of life of medical students (Tempski, et al 2012). Nursing students also undergo similar academic rigor and medical burden leading to poor quality of life in them, which has been seen in numerous studies across countries (Eurich & Examining the relationship between empathy, compassion and quality of life in nursing students shows that empathy and compassion are positively associated with physical health.…”

Ansiedade Versus Alterações do Padrão de Sono-Vigília em Estudantes de Medicina

“…Estes resultados estão ilustrados nas Figuras 1, 2 e 3, respectivamente. que diminuem a qualidade de vida dos estudantes devido à competição, aos professores despreparados, atividades excessivas e entre outros (TEMPSKI et al, 2012).…”

“…A ansiedade é a antecipação da ameaça futura adquirida, conforme o progresso do curso, principalmente, no método PBL. Dessa forma, um estudo sobre o que os estudantes de medicina pensam sobre sua qualidade de vida, no qual ao realizar perguntas abertas para os estudantes, questionando a representatividade da metodologia PBL, algumas respostas foram elencadas na pesquisa como: quando você não conhece o método PBL, sua qualidade de vida diminui, ou quando se adapta a metodologia, aumenta a qualidade de vida (TEMPSKI et al, 2012) Portanto, alguns alunos de escolas médicas desenvolvem o transtorno de ansiedade generalizada, de forma insidiosa, as manifestações de ansiedade oscilam ao longo do tempo, mas não ocorrem na forma de ataques, nem se relacionam com situações determinadas. O sintoma principal é a expectativa apreensiva ou preocupação exagerada, mórbida.…”