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Predicting stress in first year medical students: a longitudinal study
S M Stewart1, C Betson, T H Lam
1Department of Community Medicine, University of Hong Kong, Hong Kong.
Medical Education
|May 1, 1997
Summary
First-year medical students with low grades, high anxiety, and poor optimism face greater stress. Early identification and support, alongside teaching effective coping strategies, can mitigate depression and anxiety during medical training.
Area of Science:
- Medical Education
- Psychology
- Student Well-being
Background:
- Medical training is recognized as a significant source of stress for students.
- Predictive factors for identifying medical students struggling with stress management are not well-understood.
Purpose of the Study:
- To investigate predictors of depression and anxiety in first-year medical students.
- To identify characteristics of students at higher risk for developing psychological distress during medical training.
Main Methods:
- A longitudinal study surveyed 121 first-year medical students before training (wave 1) and after 8 months (wave 2).
- Surveys assessed academic performance indicators, state and trait anxiety, depression, dispositional optimism, and coping strategies.
Main Results:
- Lower initial grades, higher state anxiety and depression, higher trait anxiety, lower optimism, and avoidant coping predicted increased distress at wave 2.
- Concerns about curriculum, personal competence, and work-life balance increased from wave 1 to wave 2, correlating with higher distress.
- Avoidant coping consistently increased depression and anxiety; active coping and positive reinterpretation decreased them at wave 2.
Conclusions:
- Vulnerable medical students can be identified early based on specific characteristics and coping styles.
- Interventions focusing on managing academic concerns and promoting adaptive coping strategies are crucial for preventing distress in medical students.