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Vol 44 # 2 June 2012 - Kma.org.kw

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<strong>June</strong> <strong>2012</strong><br />

KUWAIT MEDICAL JOURNAL 104<br />

Original Article<br />

Is Medical Education Really Stressful? A Prospective<br />

Study in Selcuk University, Turkey<br />

Nazan Karaoglu 1 , Muzaffer Seker 2<br />

1<br />

Department of Medical Education and Informatics, Meram Faculty of Medicine, Selcuk University, Konya, Turkey<br />

2<br />

Department of Family Medicine, Konya University, Turkey<br />

Kuwait Medical Journal <strong>2012</strong>; <strong>44</strong> (2): 104 - 112<br />

ABSTRACT<br />

Objective: To explore, if medical education is really a risk<br />

factor for medical students’ well-being due to their various<br />

type of exposures and the resultant psychological morbidity,<br />

reported<br />

Design: A prospective questionnaire based study<br />

Setting: Selcuk University Meram Medical Faculty, Konya,<br />

Turkey<br />

Subjects: New entrants to the medical faculty<br />

Intervention: A self-administered questionnaire consisting<br />

of Hospital Anxiety and Depression Scale (HADS) with<br />

demographic variables and questions related to visions about<br />

medical career was administered prospectively. The important<br />

life events, challenges confronted and suicidal ideas were<br />

evaluated.<br />

Main Outcome Measure: Anxiety and depression levels<br />

Results: During three years, 138 (84.1%), 98 (62.8%) and 101<br />

(64.7%) students answered the questionnaire and the mean<br />

anxiety scores were 7.35 ± 3.17, 8.47 ± 4.26 and 7.36 ± 4.14,<br />

respectively (p = 0.05). The mean depression score of 5.03 ± 3.37<br />

in the first year increased to 6.66 ± 4.11 in the second year and<br />

decreased to 5.62 ± 3.62 in the third year (p = 0.00). Male students<br />

had higher depression than females in all three assessments (p<br />

< 0.05). In Y3, students who did not make informed decisions<br />

were feeling more anxiety (p = 0.00). Students who had suicidal<br />

idea had higher scores in HADS (p < 0.05).<br />

Conclusion: Medical education uniquely did not seem to be a<br />

stressful process for medical students. Out of school problems<br />

seem to be worsening their psychology more than the school<br />

problems they faced as negative events and as the reasons of<br />

their suicidal idea.<br />

KEY WORDS: anxiety, depression, medical education, stress, student<br />

INTRODUCTION<br />

We want to begin with the words of an author<br />

“Getting things right for patients means first getting<br />

things as good as we can for those who will deliver<br />

their care” [1] . A healthy workforce and healthy medical<br />

students should be beneficial to the quality of teaching<br />

and learning and the quality of doctors ultimately<br />

produced [2] . Medical education is the first step of these<br />

health care professionals which is defined as a long,<br />

traumatic and stressful journey [2,3-11] . Medical schools<br />

were also defined as the greatest source of stress the<br />

medical students had ever experienced [6,7,12] . Stress,<br />

health concerns and emotional problems increase<br />

during medical education [10] . Of course there are<br />

personal and professional factors that influence<br />

student’s well-being, but student satisfaction with the<br />

learning environment is suggested to be a critical factor<br />

which was associated with student burn-out [4,5,13,14] .<br />

Besides the noted positive effect of considerable<br />

degree of stress which provides an impetus to learn<br />

and achieve [2,15] there is an important negative impact<br />

on cognitive functioning and learning by decreasing<br />

the psychological well-being [2,3,16] . Although medical<br />

students perceived their health to be good, a significant<br />

and consistent increase of stress symptoms was found<br />

during the entire medical program [10] . The information<br />

about medical students stress and personal and<br />

professional factors influencing these stresses may<br />

lead to interventions to design a more student-friendly<br />

curricula and may trigger their counseling and rehabili<br />

tation [4,5,10,16,17] . Medical schools need to equip graduates<br />

with the skills necessary to assess personal distress,<br />

determine its effect on their care of patients, recognize<br />

when they need assistance, and develop strategies to<br />

promote their own well-being [5,16] .<br />

There is an increasing interest for more attention to<br />

the high levels of stress commonly perceived among<br />

medical students [2,7,14,18,19] . Contrary to the importance,<br />

Address correspondence to:<br />

Nazan Karaoglu, MD, Associate Professor, Dept. of Family Medicine, Tıp Egitimi ve Bilisimi Anabilim Dali (TEBAD), Selcuk Universitesi<br />

Meram Tip Fakultesi, Dekanlik Binasi, Akyokus, 42080, Konya, Turkey. Tel: +903322236398, Mob: 0-533-6605706, E-mail: drnkaraoglu@gmail.<br />

com, drnkaraoglu@yahoo.com.tr

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