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Anxiety in first year medical students taking gross anatomy.

Colleen O'Connor Grochowski1, Matt Cartmill, Jerry Reiter

  • 1Associate Dean for Curricular Affairs and Assistant Professor in the Practice of Medical Education, Duke University School of Medicine, Durham, North Carolina.

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Summary

First-year medical students reported minimal anxiety during gross anatomy, but interviews revealed significant unexpressed stress. This suggests potential denial of anxiety due to residency concerns, impacting mental health.

Keywords:
beck anxiety indexgross anatomymedical educationmedical student anxietymedical students

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Area of Science:

  • Medical Education
  • Psychology
  • Anatomy

Background:

  • Medical school curricula, particularly gross anatomy, can be a source of significant stress for students.
  • Assessing student well-being is crucial for identifying and addressing potential mental health challenges.
  • Previous studies indicate varying anxiety levels among medical students.

Purpose of the Study:

  • To investigate anxiety levels in first-year medical students during a gross anatomy course.
  • To compare quantitative anxiety measures with qualitative reports of student stress.
  • To explore potential reasons for discrepancies between reported and observed anxiety.

Main Methods:

  • Administered the Beck Anxiety Inventory (BAI) to 60 first-year medical students over two years.
  • Conducted behavioral observations by a psychiatrist during gross anatomy sessions.
  • Utilized qualitative exit interviews with students and faculty for further insights.

Main Results:

  • The mean Beck Anxiety Inventory (BAI) score was 2.19 ± 3.76, indicating minimal anxiety in 93% of students.
  • Qualitative interviews revealed significant subjective stress and anxiety symptoms not captured by the BAI.
  • A stark contrast existed between low BAI scores and high levels of reported anxiety in interviews.

Conclusions:

  • Medical students may deny or underreport anxiety due to concerns about residency competitiveness.
  • Quantitative anxiety measures may not fully capture the mental health status of medical students.
  • The findings highlight the need for supportive environments that encourage open discussion of mental health challenges in medical education.