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Objective To investigate the hardiness level of military medical students and to explore its influencing factors. Methods A total of 543 medical students from a military university were investigated with Chinese adult hardiness personality scale, general self-efficacy scale and perceived social support scale. Multiple linear regression model was performed to explore the predictive factors of hardiness of medical students. Results A total of 543 questionnaires were sent out, and 504 valid questionnaires were collected, with an effective recovery rate of 92.8%. The total score of hardiness was 72.91±13.03, and the average score of the items was 2.70±0.48. The average score of resilience items was the highest (2.81±0.56), followed by control (2.70±0.51), commitment (2.69±0.55) and challenge (2.62±0.55). Frequency of extracurricular activities (β＝0.121, P＝0.002), self-efficacy (β＝0.432, P＜0.01) and friend support (β＝0.170, P＜0.01) were predictive factors of hardiness, and they could explain 27.5% variances of hardiness in military medical students. Conclusion The hardiness of military medical students is relatively low and need to be improved. Encouraging the students to participate in extracurricular activities, promoting their self-efficacy and increasing their friend support may help to upgrade the hardiness of military medical students.
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Objective To investigate the relationship between stress and social anxiety of medical students in military universities, and to explore the related mechanisms. Methods Two hundred and eleven military medical university students were tested by interaction anxiousness scale (IAS), stress scale for college students (SSCS) and Connor-Davidson resilience scale (CD-RISC). The Pearson correlation analysis and structural equation model were used to analyze the relationship between the variables. Results A total of 198 valid questionnaires were collected, with the effective rate being 93.8%. There were significant correlations between social anxiety and various dimensions of stress and resilience (all P<0.01). Structural equation model showed that the resilience partially mediated the relationship between stress and social anxiety (Χ2/df=2.08, P<0.05; root mean square error of approximation=0.074, comparative fit index=0.98, normed fit index=0.97, incremental fit index=0.98). The total stress score of the male students was greater than that of the female students in military medical universities (24.67±15.01 vs 20.17±13.07, t=2.17, P<0.05). Conclusion Resilience has partial mediating effect on the relationship between stress and social anxiety. Therefore daily management of military medical university students should be emphasized on the cultivation of resilience.
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Objective To investigate the empathy levels of medical students in a military medical university and explore the influencing factors.Methods Self-developed demographic information questionnaire,Jefferson Scale of Empathy (JSPE-S),Interpersonal Reactivity Index (IRI),and Chinese Perceived Stress Scale (CPSS) were used to collect data from June to October 2016.Medical undergraduate students were conveniently enrolled in the survey.SPSS 17.0 software was used for statistical analysis.T test,ANOVA,and chi-square test or Fisher exact test were used to compare the data of different categories of students.Results A total of 683 questionnaires were distributed and 594 valid questionnaires were returned,with a valid response rate of 86.97％.Students had an above-average level of medical empathy with JSPE-S score as (104.11 ± 19.66),and IRI score was (51.63 ± 10.08).There was a statically difference on level of medical empathy between groups of students with different genders,specialties,professional satisfaction,future career desire,and relative courses learning experience (P＜0.05 for all).Medical empathy was significantly negatively correlated with perceived stress (r=-0.392,P=0.000) and significantly positively correlated with perceived stress (r=0.298,P=0.000).Conclusion Targeted strategies should be conducted to improve the empathy levels of students in the military medical university.
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Objective To explore the effect of learning burnout on subjective well-being of military medical university students and the mediating role of psychological capital. Methods The learning burnout questionnaire, well-being scale and psychological capital scale were used to survey 796 military medical university students. The correlation of subjective well-being and psychological capital with learning bornout was analyzed. A intermediary function equation was established and the mediating effect of psychological capital was tested. Results The subjective well-being score of military medical university students was 4.42±0.77, psychological capital scale score was 4.48±0.67, and learning burnout score was 2.45±0.69. The subjective well-being, psychological capital and learning burnout scores were different among different grades, the subjective well-being scale and psychological capital scale scores of freshmen were significantly higher, and the learning burnout score was significantly lower than those of the junior students (tsubjective well-being=12.45, P<0.01; tpsychological capital=6.01, P<0.01; and tlearning burnout=-13.96, P<0.01). The learning burnout was negatively related to the subjective well-being and the psychological capital (r=-0.539, P<0.01, and r=-0.721, P<0.01). The psychological capital was positively related to the subjective well-being (r=0.596, P<0.01). The psychological capital had a partial mediating effect between learning burnout and subjective well-being, and the proportion of the mediating effect of total effect was 57.90%. Conclusion The subjective well-being not only can directly predict learning burnout of the students in military medical universities, but also indirectly predict the learning burnout through psychological capital. Improving subjective well-being of military medical university students is helpful for alleviating the learning burnout, and the mediating role of psychological capital should be emphasized at the same time.
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Objective To study the effect of field long march comprehensive training on freshmen' mental quality and mental health in military university. Methods Mental quality questionnaire for army men (MQQA), symptom checklist 90 (SCL-90), self-rating anxiety scale (SAS), self-rating depression scale (SDS) and trait anxiety inventory (TAI) were carried out on 330 freshmen at various stages on their military training. All data were analyzed by paired-sample t test. Results ①As compared with pre-training, all SCL-90 factor scores except depression factor decreased significantly (P0.05). Conclusion Filed long march effectively improved mental health of military university recruits and relived their anxiety as well as depression.
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Objective To study the effect of adaptive group psychological training on mental quality and mental health of students in military university.Methods A total of 118 students were divided into two groups randomly:training group(n =60) and control group(n =58).Training group received group psychological training and read the textbook mental quality training for soldiers for 3 months.Armyman mental quality (AMQ) and Symptom checklist-90(SCL-90) were employed to evaluate the mental quality and mental health of students before and after training.All data were analyzed by paired-sample T test and test level was 0.05.Results ①AMQ scores of factors of aptitude,loyalty,bravery,self-confidence and willpower were increased significantly in training group post-training than pre-training (P ＜ 0.05) and there was no significant difference in those factors in control group after training (P ＞ 0.05).②SCL-90 scores of factors of obsessive-compulsive,interpersonal sensitivity,hostility and psychotism as well as the mean score were decreased significantly in training group post-training than pre-training (P ＜0.05) and only the score of psychotism factor was decreased in control group post-training (P ＜ 0.05).③Scores of trait anxiety inventory (TAI) were decreased significantly in training group post-training than pre-training (P ＜ 0.05) and there was no significant difference in those of control group post-training (P ＞ 0.05).Conclusion Group psychological training can improve mental quality and mental health of students in military university.
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Humanities education in military medical university must have military feature in mind.According to special military demand, this education should combine teaching with military historical tradition, historical task, construction of curricula set-up system, and the reality of military campus culture construction to make this education have pertinence.
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Objective To evaluate and analyze the mental health of the seven year students in military medical universities. Methods SCL 90 was used to assess a total of 269 seven year students in military medical universities. The results were compared with the national norm, the five year students in military medical universities and the seven year students of local medical universities. Results Various mental health problems, including somatization, obsessive compulsion, depression, anxiety, hostility, paranoid ideation and psychotism, were found in 12 1% students. The mental health levels of these students were correlated with grades and sexes: mental health level of the lower grades was lower than that of the higher grades, and that of the female students was higher than that of the male students. Conclusion More mental stress responses are found in the seven year students in military medical universities.