Literature DB >> 25146861

The impact of major earthquakes on the psychological functioning of medical students: a Christchurch, New Zealand study.

Frances A Carter, Caroline J Bell1, Anthony N Ali, Janice McKenzie, Timothy J Wilkinson.   

Abstract

BACKGROUND: No previous studies have systematically assessed the psychological functioning of medical students following a major disaster. AIM: To describe the psychological functioning of medical students following the earthquakes in Canterbury, New Zealand, and identify predictors of adverse psychological functioning.
METHOD: 7 months following the most severe earthquake, medical students completed the Depression, Anxiety and Stress Scale (DASS), the Post-Traumatic Stress Disorder Checklist, the Eysenck Personality Questionnaire, the Connor Davidson Resilience Scale, the Work and Adjustment Scale, and Likert scales assessing psychological functioning at worst and currently.
RESULTS: A substantial minority of medical students reported moderate-extreme difficulties on the DASS subscales 7 months following the most severe earthquake (Depression =12%; Anxiety =9%; Stress =10%). Multiple linear modelling produced a model that predicted 27% of the variance in total scores on the DASS. Variables contributing significantly to the model were: year of medical course, presence of mental health problems prior to the earthquakes, not being New Zealand European, and being higher on retrospectively rated neuroticism prior to the earthquakes.
CONCLUSION: Around 10% of medical students experienced moderate-extreme psychological difficulties 7 months following the most severe earthquake on 22 February 2011. Specific groups at high risk for ongoing psychological symptomatology were able to be identified.

Entities:  

Mesh:

Year:  2014        PMID: 25146861

Source DB:  PubMed          Journal:  N Z Med J        ISSN: 0028-8446


  6 in total

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Authors:  Lisa S Rotenstein; Marco A Ramos; Matthew Torre; J Bradley Segal; Michael J Peluso; Constance Guille; Srijan Sen; Douglas A Mata
Journal:  JAMA       Date:  2016-12-06       Impact factor: 56.272

Review 2.  Use of Personality Frameworks in Health Science Education.

Authors:  Lindsey Childs-Kean; Mary Edwards; Mary Douglass Smith
Journal:  Am J Pharm Educ       Date:  2020-08       Impact factor: 2.047

3.  Impact of the Texas-Wide Premedical Mentoring Program during the COVID-19 pandemic.

Authors:  Nicole L Alexander; Jessica C Sheu; Alexandra M Villagran; Christi J Guerrini; Eric A Storch
Journal:  Proc (Bayl Univ Med Cent)       Date:  2021-09-30

4.  Moderate Depression Promotes Posttraumatic Growth (Ptg): A Young Population Survey 2 Years after the 2009 L'Aquila Earthquake.

Authors:  V Bianchini; L Giusti; A Salza; V Cofini; M G Cifone; M Casacchia; L Fabiani; R Roncone
Journal:  Clin Pract Epidemiol Ment Health       Date:  2017-03-16

5.  Impact of COVID-19 Pandemic on College Student Mental Health and Wellness.

Authors:  William E Copeland; Ellen McGinnis; Yang Bai; Zoe Adams; Hilary Nardone; Vinay Devadanam; Jeffrey Rettew; Jim J Hudziak
Journal:  J Am Acad Child Adolesc Psychiatry       Date:  2020-10-19       Impact factor: 8.829

6.  Identifying medical students at risk of underperformance from significant stressors.

Authors:  Tim J Wilkinson; Jan M McKenzie; Anthony N Ali; Joy Rudland; Frances A Carter; Caroline J Bell
Journal:  BMC Med Educ       Date:  2016-02-02       Impact factor: 2.463

  6 in total

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