Students, Stress and Coping Strategies: A Case of Pakistani Medical School

Shaikh, Babar Tasneem; Kahloon, Arsalan; Kazmi, Syed Mohammad Ali; Khalid, Hamza; Nawaz, Kiran; Khan, Nadia; Khan, Saadiya

doi:10.1080/13576280400002585

Cited by 292 publications

(306 citation statements)

References 9 publications

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“…Recent studies in Sweden and in Pakistan showed similar results in terms of overall gender differences. 7,16 However, a study conducted in Egypt on 288 undergraduate medical students reported no gender differences for stress. 17 Stressors identified in our study included academic curriculum workload issues, personal problems, communication and/or language difficulties.…”

Section: Discussionmentioning

confidence: 99%

“…12 Language and communication difficulties were cited by only two students in our study, one of whom was a returning student who had completed the first four years of training in Cuba in terms of Students in our study used similar coping strategies to those in other studies. 6,7,19,21 These included lifestyle changes, and/or constructive engagement with support structures within and outside the family system. Female students in our study favoured both methods generally, more so than their male counterparts.…”

Section: Discussionmentioning

confidence: 99%

“…Similar findings were made in a number of other studies. 2,5,7,13,14 The students in our study enrolled in a problem-based learning curriculum which commenced in 2001.…”

Section: Discussionmentioning

confidence: 99%

“…4 Higher levels of psychological distress have been reported in female medical students than in their male counterparts. 7,8 A number of stress factors were found in a large cohort of 528 medical students (years 1-5) in Cape Town, South Africa, with females reporting equal or more stress than males. 9 Academic and relationship factors were the main causes of stress in students across all five years of the curriculum in this study, followed by personal issues (time and uncertainty about the future).…”

Section: Introductionmentioning

confidence: 99%

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An evaluation of stress in medical students at a South African university

Naidoo

Wyk

Higgins-Opitz

et al. 2014

South African Family Practice

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Background: Medical educational programmes strive to produce competent and skilled graduates. However, studies have shown that undergraduate medical students experience varying degrees of stress which impacts on their health, academic performance and social functioning. This study explored the prevalence and causes of stress, its impact on students and their coping strategies in a racially diverse cohort of final-year medical students exposed to a problem-based learning curriculum in South Africa. Method: This descriptive cross-sectional study was undertaken by final-year medical students in 2008 at a South African medical faculty with a racially diverse student population. Semi-structured interviews were conducted. Data were thematically analysed. Results: Ninety-four students, representing 47% of the final-year medical student cohort, participated in the study. Seventy-eight per cent of the participants (n = 73) experienced stress during the programme, and the majority (n = 49) were females. Ethnic and gender differences were observed for the variables studied. Academic and personal problems were the main sources of stress. Coping strategies included individual lifestyle adaptations, family support, religious structures and study groups. Conclusion: Maladaptive stress impacts negatively at multiple levels on undergraduate medical students. Mentorship and educational support programmes should be integrated into the undergraduate medical curriculum and made available to all preclinical and clinical students. Students need to be taught and guided to identify and monitor their own well-being and to select positive strategies to overcome stress. These measures should assist students to manage their workload and time effectively.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…Similar findings were made in a number of other studies. 2,5,7,13,14 The students in our study enrolled in a problem-based learning curriculum which commenced in 2001.…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An evaluation of stress in medical students at a South African university

Naidoo

Wyk

Higgins-Opitz

et al. 2014

South African Family Practice

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“…Additionally, the consequences of maladaptive coping may lead to decreased self-esteem, increased alcohol consumption and smoking, reduced functioning of the immune system 26 , increased suicidal tendencies, poor academic performance and drop outs 27 . A study done in a medical school in Pakistan indicated that most students presented with symptoms of low moods, inability to concentrate, short temper, change in sleep patterns and loneliness and others presented with headaches and stomach-aches 28 . In a local study done in Pretoria 6 students reported the use of medication to alleviate their depression, regardless of whether a prescription was obtained.…”

Section: Lazarus and Folkmanmentioning

confidence: 99%

OT student's experiences of stress and coping

Govender¹,

Mkhabela²,

Hlongwane³

et al. 2015

S. Afr. j. occup. ther

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Determining baseline anatomy knowledge among professional allied health students

Fagalde

McNulty

2022

Anatomical Sciences Ed

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Health professional students often struggle with anatomy coursework despite undergraduate coursework in anatomy. Educators must identify early on whether students may struggle in order to target remediation. The purpose of the study was to elucidate whether an assessment tool administered before the start of a professional anatomy course correlated with allied health students' course performance. Students over four years were given a quiz covering anatomy knowledge they were expected to know upon matriculation to their professional program. A supplemental data form was administered at the course's conclusion to identify prior anatomy experience and topics in which students felt deficient. Pre-quiz scores significantly correlated with examination performance throughout the course. Students reported feeling most deficient in neurobiology (54.9%) and anatomy terminology (39.1%). Videos were created to target these deficient knowledge areas; students who watched the videos did better in course assessments than those who did not. Most respondents (98.0%) recommended students take an undergraduate anatomy course prior to starting a health professional program. These results indicate that a quiz assessing anatomy knowledge among matriculating students may identify students with the potential to struggle in a professional anatomy course early on. Responses outlined areas in which students felt deficient, which allows educators to target topics early with intervention tools such as the review videos in this study. Finally, most respondents strongly recommended undergraduate coursework in anatomy prior to starting a professional health program, which outlines students' recognition that a solid foundation in anatomical knowledge is important to success in professional programs.

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Students, Stress and Coping Strategies: A Case of Pakistani Medical School

Cited by 292 publications

References 9 publications

An evaluation of stress in medical students at a South African university

An evaluation of stress in medical students at a South African university

OT student's experiences of stress and coping

Determining baseline anatomy knowledge among professional allied health students

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