医学学生的教学和心理健康
Halley Ferraro Oliveira1,2, Maria Regina Domingues Azevedo1, José Rodrigo Santos Silva2
1Centro Universitário Faculdade de Medicina do ABC - Santo André (SP), Brazil.
积极学习计划中的医学学生报告了比传统方法中的学生更高的焦虑. 生活质量和压力水平在教学风格之间没有显著差异,除了环境领域偏爱传统方法.
科学领域:
- 医学教育研究 医学教育研究
- 学习环境对心理的影响.
- 学生福利 学生福利
背景情况:
- 医学教育越来越多地探索创新的教学方法.
- 了解不同教学方法对医学学生的心理影响对于优化学习环境至关重要.
- 生活质量,压力,焦虑和抑郁是影响学生表现和留学的重要因素.
研究的目的:
- 研究医学生生活质量,感知压力,焦虑和抑郁之间的关系.
- 为了比较传统与主动学习方法的学生之间的这些心理因素.
- 根据大学教学方法,识别学生幸福感的潜在差异.
主要方法:
- 一项涉及361名来自两所不同教学方法 (主动与传统) 的机构的志愿医学生的横截面研究.
- 使用了经过验证的问卷:世界卫生组织生活质量简报 (WHOQOL-Bref),感知压力量表 (PSS10) 和医院焦虑和抑郁量表 (HADS).
- 数据分析比较了Tiradentes大学 (活跃) 和Faculdade de Medicina do ABC (传统) 的学生之间的结果.
主要成果:
- 积极方法的学生报告中度焦虑率较高 (26%对13%,p<0.001).
- 在这两种教学方法之间,没有发现抑郁或感知压力水平的显著差异.
- 生活质量得分相似,传统方法在环境领域略有优势 (p<0.001).
- 女学生报告了更高的感知压力 (93.7%vs79.6%,p<0.001).
结论:
- 与传统方法相比,积极学习方法可能与医学学生的焦虑增加有关.
- 教学方法没有显著影响整体抑郁,感知压力或大多数生活质量领域.
- 生活质量的环境领域在传统的教学环境中被认为更有利.
- 显著比例的学生使用药物治疗焦虑和抑郁症,突出需要心理健康支持,无论教学风格.
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