简短学习技巧课程对医学学生抑郁症状的影响
Eiad AlFaris1,2, Abdullah M Ahmed1,2, Farhana Irfan1,2
1KSU Chair for Medical Education Research and Development, King Saud University, Riyadh, SAU.
研究技能的课程并没有显著减少医学三年级学生的抑郁症状. 进一步的研究应该探索全面的课程,以改善学生的心理健康.
科学领域:
- 医疗教育 医学教育
- 精神病学是一种精神病学.
- 心理学 心理学 心理学
背景情况:
- 医学学生的抑郁症影响学业成绩和未来的临床实践.
- 医学院的环境可能会加剧抑郁症状并影响心理健康.
- 干预措施以减轻医学学生的心理健康挑战至关重要.
研究的目的:
- 评估学习技能课程在第三年医学学生中减少抑郁症状的有效性.
- 评估干预对学习技能和整体心理健康的影响.
主要方法:
- 一项实验性队列研究涉及69名三年级医学学生 (36指数,33对照) 从2022年1月至5月.
- 一个为期六个会议的虚拟学习技能课程通过Zoom.
- 使用学习技能清单 (SSI) 评估学习技能,使用患者健康问卷 (PHQ-9) 评估抑郁症状.干预前后.
- 统计分析包括曼-惠特尼U和威尔科克森签名等级测试.
主要成果:
- 观察到,总体上,会议出席率很低.
- 在指数和对照组之间,没有发现抑郁症状或学习技能的统计学上显著差异.
- 这种干预措施并没有导致课程后抑郁症状显著减少.
结论:
- 实施的学习技能课程没有显示出对减少医学三年级学生抑郁症状的统计学显著影响.
- 未来的干预措施应纳入更全面的课程,以更好地解决心理健康问题.
- 需要进一步调查,以确定有效的战略,以支持医学生的心理健康.
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