Perceived stress among medical students: To identify its sources and coping strategies

Gade, Shubhada; Chari, Suresh

doi:10.4103/2321-4848.133845

Cited by 27 publications

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“…Among the eighty five students 62 were females and 23 were male students. Female students were found to be more stressed than their male counterparts and this finding was similar to the study done by Gade S et al [8]. NRI students were more stressed in the 'fresher's group while merit students were more stressed among the 'repeaters' category ( Figure 2).…”

Section: International Journal Of Medical Research and Reviewsupporting

confidence: 88%

Evaluation of stress parameters in new medical entrants based on their admission criteria to a south Indian medical college

C.¹,

Alexander

Divakaran³

2019

Int J Med Res Rev

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Objectives: Globally medical education is now recognized as a highly stressful course and students that enter this program are subject to multiple stress producing factors that affect their academic performance as well as their mental and physical well being. This study was done to determine the prevalence of stress among first year medical (MBBS) students based on their admission criteria and to identify the sources of stress among them. Material and method: A Cross sectional study. The study was conducted in a semi-government medical college, Kerala, India. Subjects included first year medical students (both male and female) enrolled in the college during the year of study. Interventions: Questionnaire was used to assess the psychological stress. A pretested structured closed ended questionnaire to collect information regarding the academic and non-academic sources of stress was charted out. Result: A total of 100 students were admitted to the first year of which 85 consented to take part in this study. Of the 85 students, 42 (49.4%) were having stress. Of these, 35 (83.3%) were repeaters (attempted the medical entrance examination more than once) and among them, 26 (61.9%) were students who secured admission based on merit. A statistically significant association was seen between the number of attempts, admission criteria and stress (p<0.05). The main academic stressors identified were language of communication, peer competition, long working hours, frequent examinations and increased study work load. The main nonacademic stressors identified were parental pressures, decreased recreation period and stay away from home. Conclusions: This study found that stress was more among repeaters and those who secured admission based purely on merit. Nonresident Indian (NRI) students who secured admission through higher financial investments along with sudden displacement from home environment also suffered from significant stress levels. The possible sources of stress found in the study can be a preliminary step towards developing solutions for stress management and stress prevention in new medical entrants which could help in developing a new generation of stress free doctors capable of effectively providing high quality medical care to the community at large.

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Section: International Journal Of Medical Research and Reviewsupporting

confidence: 88%

Evaluation of stress parameters in new medical entrants based on their admission criteria to a south Indian medical college

C.¹,

Alexander

Divakaran³

2019

Int J Med Res Rev

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“…17 Other factors like gender, socio economic status, living status, medium of education were not significantly associated with stress in our study and it was comparable with studies done by Shakthivel et al, Yusoff et al, Supe et at and Nandi et al 10,[18][19][20] Another study by Gade et al in their study in Nagpur showed a contrasting result with significant association between stress and gender, females being more stressed and students from rural background being significantly more stressed as opposed to our results. 21 In our study majority of the students 40.9% stated academic related stressors to be the source of high stress which is followed by inter and intra-personal related stressors 33.3%. This was comparable to a study done by Gupta et al in Kolkatta where 94% had academic related stressor and 78% had Inter personal stressors.…”

mentioning

confidence: 47%

Perceived stress and source of stress among undergraduate medical students of Government Medical College, Mysore

Nivetha

Ahmed

Prashantha

2018

Int J Community Med Public Health

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Background: Stress is defined as a condition or feeling experienced when a person perceives that demands exceed the personal and social resources the individual is able to mobilize. Medical school is recognized as a stressful environment that may have a negative effect on students’ academic performance, physical health, and psychosocial well-being. This stress when it exceeds the limit of tolerability causes various physical and mental health problems. Identifying this root cause will help us to put a barrier to many future mental health problems in a student’s life.Methods: It was a cross-sectional study done in Mysore Medical College among undergraduate students. Perceived stress scale was used to assess the level of stress and Medical student’s Stressor questionnaire was used to assess the source of stress.Results: A total of 303 students were included in the final analysis. Among them 51.5% were male and 48.5% were females. The age group of the students ranged between 18 and 24 with a mean age of 20.48 and standard deviation (SD) of 0.4. The mean and SD of PSS score is 17.7 and 5.5. The prevalence of mild, moderate and severe stress was 20%, 74% and 6% respectively. Majority of the students (40.9%) considered academic related stressors to be the source of high stress.Conclusions: In our study though majority of the students were stressed (80%), only 6% were severely stressed. The coping strategies adopted by the students like resorting to sleep and music/dance appeared to be appropriate methods of handling stress.

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“…Locus of control of control seems to play a mediating role in stress experience because of its effect in the coping process (Khan, Saleem & Shahid, 2012) and self-esteem (Sagone & De Caroli, 2014) Unfortunately, few studies have included all levels of study and this has undermined the comparative analysis of the effects of course levels on stress (Alzahem, Van der Molen, & De Boer, 2013). Without providing any scientific justification, such studies have largely focused not only on single disciplines but on science-based ones with the assumption that these disciplines have more stressors than the humanities and social sciences (Gade, Chan & Gupta, 2014;Heckman, Lim, & Montelto, 2014;Jacob, & Einstein, 2016;Harris, Millichamp, & Thomson, 2015).…”

Section: Background To the Studymentioning

confidence: 99%

The Relationship Between Levels of Stress and Academic Performance Among University of Nairobi Students

Oketch-Oboth¹,

Okunya²

2018

IJLD

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The study investigated the relationship between stress and academic performance among government-sponsored undergraduate students from the University of Nairobi in Kenya. The mediating roles of the students’ age, gender, locus of control, level and course of study in the relationship between stress and academic performance were also examined. The sample consisted of 319 male and 265 female students selected using stratified random sampling techniques, from all the six colleges of the university. The study was carried using a cross-sectional survey design involving levels one to five of the academic programs. Data was collected using questionnaires that measured stress and locus of control. Academic performance was assessed from the students’ academic transcripts. Both descriptive and inferential statistics were used for data analyses. Two-way and three-way chi- square statistics were used to test the statistical significance of the hypothesis.. The analyses were done using the Statistical Package for Social Sciences (SPSS) computer program. Regression analysis was conducted to find out how the confounding variables contributed to the relationship between stress and academic performance. Results showed that most of the students (64.4%) reported that they experienced between moderate to high levels of stress while just over a third (35.6%) reported low stress levels. The relationship between stress and academic performance was statistically significant (χ2=9.49, N=584, df=4, p=0.048). The relationship between stress level and academic performance was significant within 19 to 22 years, 23 to 26 years, males, females, College of Humanities and Social Sciences, College of Agriculture and Veterinary Sciences, levels one and four of study, internal locus of control, and external locus of control. Regression analysis showed that the higher the stress level, the poorer is the academic performance. However, only course/college appears to have statistically significant effect on the relationship between stress and academic performance. The cofounding effect on the stress and academic performance is complex and needs further investigation. The findings indicate the need for relevant authorities to institute programs that will lower the experience and effects of stress among university students. Further research is recommended to investigate the areas where the results were not significant.

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Perceived stress among medical students: To identify its sources and coping strategies

Cited by 27 publications

References 0 publications

Evaluation of stress parameters in new medical entrants based on their admission criteria to a south Indian medical college

Evaluation of stress parameters in new medical entrants based on their admission criteria to a south Indian medical college

Perceived stress and source of stress among undergraduate medical students of Government Medical College, Mysore

The Relationship Between Levels of Stress and Academic Performance Among University of Nairobi Students

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