COVID-19 Anxiety, Academic Burnout and Academic Achievement Among Medical Stagers and Interns at Guilan University of Medical Sciences, in 2020

Abstract

Background: Medical students, as part of the healthcare team, are directly exposed to challenging conditions during the COVID-19 epidemic. This study investigated COVID-19 anxiety, burnout, and academic achievement in stagers and interns of Guilan University of Medical Sciences. Materials & Methods: The present analytical cross-sectional study was conducted on medical students and interns studying at Guilan University of Medical Sciences in the 2020-2021 academic year. Of whom, 150 students participated in this study. Corona Disease Anxiety Scale (CDAS) and Maslach Burnout Inventory-Student Survey (MBI-SS) were used to measure anxiety and academic burnout of the students, respectively. Measuring students’ academic achievement was based on Grade Point Average (GPA). Data analysis was performed using chi-square, Mann-Whitney U test, and partial Spearman correlation Coefficient. Results: The participation rate in this study was 92%. The results showed that 6.5% of students had high anxiety, 18.8% reported high academic burnout, and 79% reported the average level of burnout score. Also, the participants’ GPA was 16.76±1.30. The academic burnout score was significantly higher in male students than female ones (t=-2.01; P=0.04). The GPA was significantly higher in students under 24 years old than in older students (t=4.71; P=0.01). The partial correlation coefficient adjusted for sex showed a positive and significant correlation between CDAS and MBI-SS (r=0.346; P<0.001). Conclusion: The present study results showed that medical stagers and intern students had high academic burnout during the COVID-19 epidemic, and there was a weak and direct correlation between academic burnout and COVID-19 anxiety. Accordingly, to reduce the consequences of the COVID-19 epidemic, appropriate therapeutic and educational interventions should be provided to empower stagers and intern students.

Academic Performance in Medical Education During the COVID-19 Pandemic: A Scoping Review

“… Single Medical School Undergraduate 183 Face-to-face VS virtual setting Final exam There is no significant difference in student performance between face-to-face media and virtual settings with the difficulty index of the two exams not much different Darr et al, 33 2021, USA, Cohort. To evaluate the potential impact of the transition to distance learning on examination performance among second-year preclinical medical students at the University of Illinois Peoria School of Medicine (UICOMP) by comparing summative assessment data for medical neuroscience courses over a 2-year period (2019 and 2020), Single Medical School Undergraduate 65 Video conferencing Summative scores There is no difference in the summative value of neuroscience courses between 2019 students and 2020 students Saberi et al, 21 2021, Bahrain, Cross-sectional Study. This study investigated COVID-19 anxiety, burnout, and academic achievement in stagers and interns of Guilan University of Medical Science Single Medical School Undergraduate 138 Corona Disease Anxiety Scale (CDAS) in 2019 to measure the anxiety of COVID- 19 and Maslach Burnout Inventory-Student Survey (MBI-SS) to measure burnout GPA GPA was not significantly correlated with CDAS and MBI-SS H. Yun et al, 22 2021, South Korea, Cross-sectional Study.…”

“…We divided these factors into internal and external factors. We found nine studies examining students’ internal factors that influence students’ performance such as sleep quality, 23 motivation, 22 anxiety, 19 , 21 stress, 27 , 34 students’ attitude toward online classes, 18 , 25 e-learning style, 18 and level of persistence students. 24 Most studies (n=8) showed a positive and significant correlation.…”

“…One study reported that anxiety influence academic performance, 19 and the other study reported opposite result. 21 …”

“…The measurement of academic performance in this scoping varies greatly (see Table 2). There were six studies using GPA [18][19][20][21][22][23] ; nine studies using module scores [24][25][26][27][28][29][30][31][32] ; three studies implementing summative exam scores; [33][34][35] making use of practice/performance exams 2,36 ; two studies employing self-reported academic performance scores 37,38 ; and two studies applying laboratory examination scores. 39,40 Primary Outcome: Academic Performance in Medical Education Before and During the COVID-19 Pandemic…”

“…One study reported that anxiety influence academic performance, 19 and the other study reported opposite result. 21 We found 11 studies examined external factors that influenced academic performance during COVID-19 pandemic. The factors were the use of online learning media, 28,30,32,35,39,40 changes in the schedule of anatomy laboratory learning activities, 36 graduation assessment system, 20 online instructional strategies, 38 students' attendance, 29 e-learning educational programs.…”