Claire Dendle1,2, Julie Baulch1, Rebecca Pellicano1,3, Margaret Hay4, Irene Lichtwark4, Sally Ayoub1, David M Clarke1, Eric F Morand1, Arunaz Kumar1,5, Michelle Leech6, Kylie Horne1,2. 1. a School of Clinical Sciences at Monash Health , Monash University , Clayton , Australia. 2. b Monash Infectious Diseases, Monash Health , Clayton , Australia. 3. c Nephrology Monash Health , Clayton , Australia. 4. d Faculty of Medicine and Health Sciences , Monash Institute for Health and Clinical Education (MIHCE), Monash University , Melbourne , Australia. 5. e Department of Obstetrics and Gynaecology , Monash Health , Clayton , Australia. 6. f Faculty of Medicine, Nursing and Health Sciences , Monash University , Clayton , Australia.
Abstract
INTRODUCTION: The impact of medical student psychological distress on academic performance has not been systematically examined. This study provided an opportunity to closely examine the potential impacts of workplace and study related stress factors on student's psychological distress and their academic performance during their first clinical year. METHODS: This one-year prospective cohort study was performed at a tertiary hospital based medical school in Melbourne, Australia. Students completed a questionnaire at three time points during the year. The questionnaire included the validated Kessler psychological distress scale (K10) and the General Health Questionnaire-28 (GHQ-28), as well as items about sources of workplace stress. Academic outcome scores were aggregated and correlated with questionnaire results. RESULTS: One hundred and twenty six students participated; 126 (94.7%), 102 (76.7%), and 99 (74.4%) at time points one, two, and three, respectively. 33.1% reported psychological distress at time point one, increasing to 47.4% at time point three. There was no correlation between the K10 scores and academic performance. There was weak negative correlation between the GHQ-28 at time point three and academic performance. Keeping up to date with knowledge, need to do well and fear of negative feedback were the most common workplace stress factors. CONCLUSIONS: Poor correlation was noted between psychological distress and academic performance.
INTRODUCTION: The impact of medical student psychological distress on academic performance has not been systematically examined. This study provided an opportunity to closely examine the potential impacts of workplace and study related stress factors on student's psychological distress and their academic performance during their first clinical year. METHODS: This one-year prospective cohort study was performed at a tertiary hospital based medical school in Melbourne, Australia. Students completed a questionnaire at three time points during the year. The questionnaire included the validated Kessler psychological distress scale (K10) and the General Health Questionnaire-28 (GHQ-28), as well as items about sources of workplace stress. Academic outcome scores were aggregated and correlated with questionnaire results. RESULTS: One hundred and twenty six students participated; 126 (94.7%), 102 (76.7%), and 99 (74.4%) at time points one, two, and three, respectively. 33.1% reported psychological distress at time point one, increasing to 47.4% at time point three. There was no correlation between the K10 scores and academic performance. There was weak negative correlation between the GHQ-28 at time point three and academic performance. Keeping up to date with knowledge, need to do well and fear of negative feedback were the most common workplace stress factors. CONCLUSIONS: Poor correlation was noted between psychological distress and academic performance.
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
Authors: Tomasz Wieczorek; Agata Kołodziejczyk; Marta Ciułkowicz; Julian Maciaszek; Błażej Misiak; Joanna Rymaszewska; Dorota Szcześniak Journal: Int J Environ Res Public Health Date: 2021-03-11 Impact factor: 3.390