ABSTRACT
BACKGROUND: Irritable bowel syndrome (IBS) is a functional gastrointestinal disorder associated with stress, which may appear by an educational context, given that students are exposed to demands in the academic environment during their education process that may lead to developing diseases. This study reports on the relationship between the IBS and academic stress and compares results of men and women. METHODS: A random survey was made of 561 medicine students at a public university in Mexico. The ROMA III criteria were used for the IBS and the Academic Stress Inventory for academic stress. A multiple regression analysis was made. RESULTS: The results showed that students with academic overload and lack of time are at risk for developing the IBS. CONCLUSIONS: Therefore, the recommendation is to implement educational programs aiming at self-care as well as gaining knowledge about academic stress-related factors and the physical responses that may result in repercussions with serious consequences for student life such as pain, disease and dropping out of school.
Subject(s)
Irritable Bowel Syndrome/epidemiology , Stress, Psychological/psychology , Students, Medical/psychology , Universities , Workload/psychology , Academic Performance/psychology , Adolescent , Adult , Female , Humans , Male , Mexico/epidemiology , Surveys and Questionnaires , Time Factors , Young AdultABSTRACT
PROBLEM: Academic stress is defined as a physiological, emotional, cognitive, and behavioral activation reaction to stimuli. This stress can impact students' ability to cope with the school environment. OBJECTIVE: To identify the psychophysiological manifestations associated with high-level academic stress in public university students in Mexico. METHODS: A representative random sampling of 527 students was evaluated during 2012. The Academic Stress Symptom Inventory and the Rossi classification were used; data were analyzed with a binary logistic regression analysis to estimate association between psychophysiological manifestations and the high level of academic stress in public university students. FINDINGS: Results indicated a meaningful association between high levels of academic stress situations and psychophysiological manifestations such as concentration and memory problems, mental blocks and chronic fatigue, drowsiness, and despair. CONCLUSION: Identifying academic stress situations and students' maladaptive responses may help promote timely attention to psychophysiological manifestations before they exacerbate and become harmful to college students' health.
Subject(s)
Stress, Psychological/epidemiology , Students/statistics & numerical data , Universities/statistics & numerical data , Adolescent , Adult , Humans , Male , Mexico/epidemiology , Young AdultABSTRACT
Tiene por objetivo conocer las repercusiones de la prematurez en el crecimiento y desarrollo del niño, para lo cual se hace un seguimiento de niños nacidos en hospitales de la Zona Metropolitana de Guadalajara, Jalisco, México, de los más representativos del Sistema de Atención Médica en México. Estos niños fueron seguidos con evaluaciones semestrales, tanto en lo que se refere al estado nutricional (crecimiento), como al desarrollo (Prueba Selectiva de Denver). El análisis de los resultados se realiza con la consideración de las clases sociales, como categorías determinantes, para ubicar posteriormente a la prematurez como variable dependiente. Los resultados sugieren que tanto la prematurez como las clases sociales son aspectos que, en Salud Pública, deben ser considerados en el momento de planificar las acciones de atención a la salud.
