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Objective:To investigate the level of psychological stress, anxiety and posttraumatic stress disorder (PTSD) of military medical students under the condition of normalized prevention and control of the epidemic.Methods:A total of 225 students from a military university were selected by random sampling method. Chinese perceived stress scale (CPSS), Perceived social support scale (PSSS), Self-rating anxiety scale (SAS) and PTSD Checklist-5 (PCL-5) were used to measure the mental health of the subjects and influencing factors. SPSS 26.0 was used to conduct independent sample t test and ANOVA analysis. Pearson correlation analysis was conducted, and multiple regression equation was used to further analyze the relationship between psychometric factors. Results:The SAS scores of 22.2% (50/225) of the subjects and PCL-5 scores of 30.7% (69/225) of the subjects reached the positive standard. The results of correlation analysis showed that the total score of PSSS was negatively correlated with CPSS ( r=-0.315, P<0.01), SAS ( r=-0.336, P<0.01) and PCL-5 ( r=-0.137, P<0.05) scores. The score of family support negatively predicted the level of psychological stress ( B=-0.595, P<0.001), anxiety ( B=-0.635, P<0.001) and PTSD level ( B=-0.769, P=0.006) of the students. Conclusion:Social support, especially family support, has a significant protective effect on psychological stress, anxiety and PTSD during the period of normalized prevention and control of the epidemic.
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Objective:To explore the relationship between proactive personality, resilience and achievement motivation of military cadets, and to explore the mediating role of resilience between proactive personality and achievement motivation, as well as the moderating effect of cadets’leading ability on this mediating role.Methods:In this study, 109 military cadets were measured with proactive personality scale, Connor-Davidson resilience scale (CD-RISC) and achievement motivation scale. SPSS 26.0 was used for descriptive statistical analysis and correlation analysis.Results:①There was a significant correlation among the total scores of proactive personality, resilience and achievement motivation ( Ps<0.01). ②Proactive personality could significantly predict the level of achievement motivation ( a=0.454, P<0.001), and resilience could significantly predict the level of achievement motivation ( b=0.231, P=0.019). ③Resilience significantly mediated the relationship between proactive personality and achievement motivation ( c′=0.3, P=0.003). ④Cadets' leading ability moderated the effect of resilience on achievement motivation (index=0.338, 95% CI: 0.057 to 0.881). The mediating effect of resilience between proactive personality and achievement motivation was significant for cadets' leaders (Effect=0.381, 95% CI: 0.085 to 1.005), but not significant for other students (Effect=0.043, 95% CI: -0.069 to 0.252). Conclusion:The proactive personality of military cadets can affect the level of achievement motivation through psychological resilience, which is also moderated by cadre identity, suggesting that military education should improve the level of achievement motivation in many ways.
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Objective To investigate the application effect of the teaching method of team-based learning (TBL) combined with case-based learning (CBL) in the teaching of military positive psychology. Methods A total of 100 medical undergraduates of the class 2017 in Army Medical University were selected and randomly divided into TBL+CBL teaching group and traditional teaching group , with 50 undergraduates in each group . The teaching effect of the two methods was evaluated by assessment of theoretical knowledge and case analysis, questionnaire survey, and psychological evaluation. SPSS 19.0 was used to perform the t-test. Results Compared with the traditional teaching group, the TBL+CBL teaching group had significantly higher scores of theoretical knowledge (54.87±4.98 vs. 48.65±3.51) and case analysis (36.84 ±2.73 vs. 32.37 ±2.34). As for the results of psychological evaluation, compared with the traditional teaching group , the TBL+CBL teaching group had a significantly lower score of Symptom Checklist-90 (143.31±43.62 vs. 149.89±46.96) and significantly higher scores of ERC (48.76±5.37 vs.43.58 ±5.79) and GWB (107.87 ±15.56 vs. 102.32 ±12.13). In addition, the satisfaction rate of the TBL and CBL teaching method reached 95.83％ (46/50) in the TBL+CBL group. Conclusion The teaching method of TBL combined with CBL can achieve good teaching results in the teaching of military positive psychology and improve students' abilities of knowledge application and psychological adjustment. Therefore, it has good feasibility and applicability.