Cognitive - Emotional Coping Strategies in First Year Romanian Medical Students

Area of Science:

• Cognitive Psychology
• Medical Education
• Health Psychology

Background:

• Investigating cognitive-emotional coping strategies is crucial for understanding student well-being in demanding academic fields.
• The transition to higher medical education presents unique psychological challenges for students.

Observation:

• A study surveyed 333 first-year students in Medicine, Pharmacy, and Medical Nursing specializations at the University of Craiova.
• The Cognitive Emotion Regulation Questionnaire (CERQ) was employed to assess coping mechanisms.

Findings:

• Medical students' cognitive-emotional coping strategies differ from the general population.
• Significant variations in strategy use were observed between this study and prior research.
• Students predominantly utilized dysfunctional strategies, including rumination, self-blame, and catastrophizing.

Implications:

• Findings suggest a need for targeted psychological support interventions for medical and pharmacy students.
• Understanding these specific coping mechanisms can inform curriculum development and student support services.
• Further research is warranted to explore the long-term impact of these strategies on student mental health and academic performance.