Stress Management for Medical Students: A Systematic Review

Yusoff, Muhamad Saiful Bahri; Esa, Ab Rahman

doi:10.5772/37095

Cited by 11 publications

(1 citation statement)

References 44 publications

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“…They found that the most common stressors were tests and examinations, time pressure, too many content to be studied, getting behind in work, conflicting demands, not getting work done within time planned and heavy workload (4,5,19,20). A small number of medical students suffer from personal problems, but the effect of this on their psychological distress and academic success is unclear (18,(21)(22)(23)(24). Curriculum differences in medical schools may not necessarily cause differences in the overall pattern of stressors, although rank of some stressors may be significantly different (19,20).…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review on Validity Evidence of Medical Student Stressor Questionnaire

Msb

2017

EIMJ

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Section: Introductionmentioning

confidence: 99%

A Systematic Review on Validity Evidence of Medical Student Stressor Questionnaire

Msb

2017

EIMJ

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Effects of a brief mindfulness-based intervention program for stress management among medical students: the Mindful-Gym randomized controlled study

Phang

Mukhtar

Ibrahim

et al. 2015

Adv in Health Sci Educ

104

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Pursuing undergraduate medical training can be very stressful and academically challenging experience. A 5-week mindfulness-based stress management (MBSM/Mindful-Gym) program was developed to help medical students cope with stress. The aim of this study was to evaluate the effectiveness of the intervention in reducing stress among students in a medical school in Malaysia. Seventy-five medical students participated in the program. They were stratified according to years of studies and randomly allocated to intervention (N = 37) and control groups (N = 38). The following outcome variables were measured at pre- and post-intervention: mindfulness (with Mindful Awareness Attention Scale); perceived stress (with Perceived Stress Scale); mental distress (with General Health Questionnaire), and self-efficacy (with General Self-efficacy Scale). Hierarchical multiple regressions were used to analyse the effect of group (intervention vs. control) on changes in the outcome variables. There were significant improvements at one week post-intervention in all outcome variables: mindfulness (β = 0.19, ΔR2 = 0.04, p = .040, f (2) = 0.05), perceived stress (β = -0.26, ΔR2 = 0.07, p = .009, f (2) = 0.10); mental distress (β = -0.28, ΔR2 = 0.10, p = .003, f (2) = 0.15); and self-efficacy (β = 0.30, ΔR2 = 0.09, p < .001, f (2) = 0.21). Six months after the intervention, those who had joined the program reported higher self-efficacy compared to those in the control group (β = 0.24, ΔR2 = 0.06, p = .020, f (2) = 0.08); but there was no difference in other outcome measures. More than 90% of the participants found the program applicable in helping patients and all reported that they would recommend it to others. This study indicates that the program is potentially an effective stress management program for medical students in Malaysia.

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Associations between coping styles and psychological stress among medical students at Universiti Putra Malaysia

et al. 2018

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Stress Management for Medical Students: A Systematic Review

Cited by 11 publications

References 44 publications

A Systematic Review on Validity Evidence of Medical Student Stressor Questionnaire

A Systematic Review on Validity Evidence of Medical Student Stressor Questionnaire

Effects of a brief mindfulness-based intervention program for stress management among medical students: the Mindful-Gym randomized controlled study

Associations between coping styles and psychological stress among medical students at Universiti Putra Malaysia

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