{"title":"尼日利亚一所大学医学院本科生的感知压力和压力源","authors":"Ogochukwu Chinedum Okoye","doi":"10.4314/mmj.v34i4.4","DOIUrl":null,"url":null,"abstract":"<p><strong>Aim: </strong>To identity stressors and measure the intensity of stress perceived by clinical students in a Nigerian institution.</p><p><strong>Methods: </strong>This study was a cross-sectional study of fifth and sixth-year medical students using the 40-item Medical Student Stressor Questionnaire (MSSQ). Students marked their responses to each of the 40 questions on a Likert scale ranging from-causing no stress at all (0) to causing severe stress (4).</p><p><strong>Results: </strong>The median stress scores for the six domains were as follows: Academic related stressor (ARS)- 2.1, Teaching and Learning related stress (TLRS)-1.29, Desire related stressors (DRS)- 1.00, Group activities related stressors (GARS)- 1.00, Social related stressor (SRS) - 0.83, and Interpersonal related stressor (IRS)- 0.57. Overall, ARS was perceived to cause high-level stress in 51.6%, and severe stress in 7.8% of students. Specifically, 'Heavy workload' and 'large amount of content to be learnt' caused severe stress in 45.3% and 40.6% of students respectively. Skipping meals was frequent and associated with high stress scores in IRS, SRS and GRS domains.</p><p><strong>Conclusion: </strong>Academic related stressors cause high-severe stress among a considerable proportion of medical students studied, while interpersonal related stress caused mild stress. 'Heavy workload', 'Tests/Examinations', and 'lack of time to review what has been learnt' are some major stressors identified. Universities need to prioritise accessibility to healthy meals, improved students' living environment, provision of psychological support and formal training on time management and other soft skills, to reduce stress and promote better academic performance. There may be a need to review medical students' curriculum to prioritise relevance over breadth of content.</p>","PeriodicalId":18185,"journal":{"name":"Malawi Medical Journal","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10645827/pdf/","citationCount":"0","resultStr":"{\"title\":\"Perceived Stress and Stressors among Undergraduate Medical Students of a Nigerian Institution.\",\"authors\":\"Ogochukwu Chinedum Okoye\",\"doi\":\"10.4314/mmj.v34i4.4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Aim: </strong>To identity stressors and measure the intensity of stress perceived by clinical students in a Nigerian institution.</p><p><strong>Methods: </strong>This study was a cross-sectional study of fifth and sixth-year medical students using the 40-item Medical Student Stressor Questionnaire (MSSQ). Students marked their responses to each of the 40 questions on a Likert scale ranging from-causing no stress at all (0) to causing severe stress (4).</p><p><strong>Results: </strong>The median stress scores for the six domains were as follows: Academic related stressor (ARS)- 2.1, Teaching and Learning related stress (TLRS)-1.29, Desire related stressors (DRS)- 1.00, Group activities related stressors (GARS)- 1.00, Social related stressor (SRS) - 0.83, and Interpersonal related stressor (IRS)- 0.57. Overall, ARS was perceived to cause high-level stress in 51.6%, and severe stress in 7.8% of students. Specifically, 'Heavy workload' and 'large amount of content to be learnt' caused severe stress in 45.3% and 40.6% of students respectively. Skipping meals was frequent and associated with high stress scores in IRS, SRS and GRS domains.</p><p><strong>Conclusion: </strong>Academic related stressors cause high-severe stress among a considerable proportion of medical students studied, while interpersonal related stress caused mild stress. 'Heavy workload', 'Tests/Examinations', and 'lack of time to review what has been learnt' are some major stressors identified. Universities need to prioritise accessibility to healthy meals, improved students' living environment, provision of psychological support and formal training on time management and other soft skills, to reduce stress and promote better academic performance. There may be a need to review medical students' curriculum to prioritise relevance over breadth of content.</p>\",\"PeriodicalId\":18185,\"journal\":{\"name\":\"Malawi Medical Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2022-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10645827/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Malawi Medical Journal\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.4314/mmj.v34i4.4\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Malawi Medical Journal","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.4314/mmj.v34i4.4","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH","Score":null,"Total":0}
Perceived Stress and Stressors among Undergraduate Medical Students of a Nigerian Institution.
Aim: To identity stressors and measure the intensity of stress perceived by clinical students in a Nigerian institution.
Methods: This study was a cross-sectional study of fifth and sixth-year medical students using the 40-item Medical Student Stressor Questionnaire (MSSQ). Students marked their responses to each of the 40 questions on a Likert scale ranging from-causing no stress at all (0) to causing severe stress (4).
Results: The median stress scores for the six domains were as follows: Academic related stressor (ARS)- 2.1, Teaching and Learning related stress (TLRS)-1.29, Desire related stressors (DRS)- 1.00, Group activities related stressors (GARS)- 1.00, Social related stressor (SRS) - 0.83, and Interpersonal related stressor (IRS)- 0.57. Overall, ARS was perceived to cause high-level stress in 51.6%, and severe stress in 7.8% of students. Specifically, 'Heavy workload' and 'large amount of content to be learnt' caused severe stress in 45.3% and 40.6% of students respectively. Skipping meals was frequent and associated with high stress scores in IRS, SRS and GRS domains.
Conclusion: Academic related stressors cause high-severe stress among a considerable proportion of medical students studied, while interpersonal related stress caused mild stress. 'Heavy workload', 'Tests/Examinations', and 'lack of time to review what has been learnt' are some major stressors identified. Universities need to prioritise accessibility to healthy meals, improved students' living environment, provision of psychological support and formal training on time management and other soft skills, to reduce stress and promote better academic performance. There may be a need to review medical students' curriculum to prioritise relevance over breadth of content.
期刊介绍:
Driven and guided by the priorities articulated in the Malawi National Health Research Agenda, the Malawi Medical Journal publishes original research, short reports, case reports, viewpoints, insightful editorials and commentaries that are of high quality, informative and applicable to the Malawian and sub-Saharan Africa regions. Our particular interest is to publish evidence-based research that impacts and informs national health policies and medical practice in Malawi and the broader region.
Topics covered in the journal include, but are not limited to:
- Communicable diseases (HIV and AIDS, Malaria, TB, etc.)
- Non-communicable diseases (Cardiovascular diseases, cancer, diabetes, etc.)
- Sexual and Reproductive Health (Adolescent health, education, pregnancy and abortion, STDs and HIV and AIDS, etc.)
- Mental health
- Environmental health
- Nutrition
- Health systems and health policy (Leadership, ethics, and governance)
- Community systems strengthening research
- Injury, trauma, and surgical disorders