ABSTRACT
The medical students undergo tremendous stress and mental pressure during their academic life and clinicalstudies. The high level of anxiety and depression among medical students is very common occurrence combinedwith the academic pressure that has a severe impact on their mental and physical health. The current study aimsto explore various articles presented by scholars in the field of analysing the impact of stress causing anxietyand depression in medical students and evaluating its impact on prevalence of depression among medicalstudents. This study critically analyses and reviews articles published in this decade for analysing the role ofdepression and anxiety and experiences of medical students and the reaction to stress. The central idea of thestudy understands different perspectives presented by scholars in the field of stress and anxiety and its prevalence among the medical students highlighting the causes and key issues. This is vital for understanding thecritical factors affecting the mental health and physical well-being of the medical students in order to derivesuggestions for early identification and providing for support by the medical schools. The study had usedelectronic databases for rummaging and reviewing literature articles published on stress and other psychological determinants among medical students and management of stress. In the current study, data were extractedthrough reviewing various related research articles focusing more on the prevalence and suggest possible stressmanagement strategies in medical students. The current study focuses on findings and views of different scholars with stress as an epicentre of discussion and other factors such as environmental factors, social andeconomic factors and so on that directly or indirectly impacts on the medical student’s mental health. Thepurpose of the study to analyse the research articles to acknowledge the quantum of research done in the fieldof understanding the causes and impact of stress and depression among medical students and mark the areaswhere further research can be conducted
ABSTRACT
Purpose: Literature suggests that there are two common teaching methods in clinical skills are the four-stepapproach of Peyton and the theory of instructional design by Gagne. The combination of these two teachingmethods was planned and implemented in the undergraduate medical program at Avalon University, Curacao,in training and teaching clinical skills during the firsttwo years of the program. The objective behind developingthis teaching modality is to offer more chances to repeat the demonstration by the instructors, to rehearsal bystudents, and to provide instant feedback on specific concepts of clinical skills. This study aims to examinefurther and evaluate this teaching method for clinical skills.Methods: This is a quasi-experimental study that was conducted to evaluate the new teaching method. The datawere gathered in summer 2017, which is a control group and for another three groups; fall 2017, winter 2018,and summer 2018, which are study groups. A survey of course evaluations was developed to collect bothqualitative and quantitative feedback from students at the end of the course. The quantitative questionnaireincluded 17 questions used a five-point Likert scale with one of the following responses; one indicates stronglydisagree, two-disagree, three-neutral/no opinion, four-agree, and five-strongly agree. Qualitative analysis wasdone based on the responses from students for open-ended questions. Quantitative data were gathered even forstudents’ grades on the final assessments.Results: Students’ responses (survey questionnaire) data were analyzed for descriptive statistics. The responserate for the summer 2017 group (control) is 100% and 95.65%, 87.5%, and 90.9% for the three study groups,respectively. Students’ feedback for all questions showed improved satisfaction with the new method of teaching.The class performance (mean grade) of different groups wasshown a difference which is statistically significant(p<0.05) on the Kruskal-Wallis test.Conclusion: The new modality of teaching in clinical skills showed that students are more satisfied and alsoimproved students’ performance.