Rethinking Learning Experience: How Generally Perceived Life Stress Influences Students' Course Perceptions in...

Area of Science:

• Medical Education
• Psychology
• Physiology

Background:

• Teaching methods influence student learning experiences and psychobiological responses.
• External factors like life stress and self-efficacy may shape immediate learning experiences.
• Understanding these influences is crucial, especially during challenging times like the COVID-19 pandemic.

Purpose of the Study:

• To investigate the impact of perceived life stress and self-efficacy on the immediate learning experience.
• To compare these effects across different learning environments: face-to-face, passive online, and active online.
• To explore the relationship between psychological constructs and physiological stress markers (heart rate variability).

Main Methods:

• A randomized experimental field study involving 101 first-year medical students.
• Collection of psychological data (self-efficacy, perceived life stress) and physiological data (heart rate variability).
• Implementation of a practical histology course in three different teaching formats.

Main Results:

• Self-efficacy consistently predicted positive course perceptions across all learning conditions (Pearson's r = 0.41-0.58).
• Perceived worries correlated with increased anxiety in passive online and face-to-face settings (Pearson's r = 0.21-0.44).
• Lower perceived life demands were linked to reduced enjoyment (Pearson's r = -0.40--0.43), while reduced life stress showed a small buffering effect on physiological stress (Pearson's r = 0.18).

Conclusions:

• Self-efficacy is a key factor for positive learning perceptions, irrespective of the teaching format.
• Life stress and anxiety are significant factors affecting student well-being and enjoyment during learning.
• Findings underscore the importance of mental health and well-being in medical education, particularly in complex societal contexts.