Organisational stress in medical students of the University of Murcia, Spain
Abstract
In this work we have studied the organizational stress of medical students at the University of Murcia. It is a cross-sectional design through a self-completed survey that consists of sociodemographic data and an organizational stress questionnaire. This questionnaire is adapted by another employee in the UK to study organizational stress in various medical schools in the country. We obtained a participation rate of 25.8%. In relation to organizational stress, the average of the different sections was calculated: work-life balance, acquisition of knowledge and skills, culture, perceived academic support, perceived personal and health support. When comparing with the average score of the faculties of other countries, significant differences were obtained in the domains “perceived academic support”, “acquisition of knowledge and skills” and “work-life balance”. In the rest of the domains of the organizational stress questionnaire, there were no significant differences between the UMU and the mean of the UK faculties. Scores on the organizational stress questionnaire indicate high stress in several sections studied. The students also point out other aspects that are stressful for them and that are not covered in the administered questionnaires. Small interventions could improve the scores obtained in some sections.
Downloads
Metrics
References
Radcliffe C, Lester H. Perceived stress during undergraduate medical traning: a qualitative study. Med Educ. 2003 37(1):32-8. http://doi.org/10.1046/j.1365-2923.2003.01405.x
Nandi M, Hazra A, Sarkar S, Mondal R. Ghosal MK. Stress and its risk factors in medical students: An observational study from a medical college in India. Indian J Med Sci 2012; 66: 1-12. http://doi.org/10.4103/0019-5359.110850.
Winseman JS, Higgins EA, Balkoski VI et al. What Affects Well-being during Medical Education? A Student and Faculty Concept Map. Ann Behav Sci Med Educ 2015; 21, 19–29. https://doi.org/10.1007/BF03355305
Byrnes, C., Ganapathy, V.A., Lam, M. et al. Medical student perceptions of curricular influences on their wellbeing: a qualitative study. BMC Med Educ 2020; 20, 288. https://doi.org/10.1186/s12909-020-02203-4
Turunen E, Hiilamo H. Health effects of indebtedness: a systematic review. BMC Public Health. 2014; 14(489):4-5. https://doi.org/10.1186/1471-2458-14-489
Haglund MEM, aan het Rot M, Cooper NS, et al. Resilience in the third year of medical school: a prospective study of the associations between stressful events occurring during clinical rotations and student well-being. Acad Med J Assoc Am Med Coll. 2009;84(2):258-268. http://doi.org/10.1097/ACM.0b013e31819381b1
AlFaris EA, Naeem N, Irfan F, Qureshi R, van der Vleuten C. Student centered curricular elements are associated with a healthier educational environment and lower depressive symptoms in medical students. BMC Med Educ. 2014;14:192. https://doi.org/10.1186/1472-6920-14-192
Cohen D, Winstanley S, Palmer P et al. Factors that impact on medical students wellbeing – perspective of risks. 2013. https://www.gmc-uk.org/-/media/documents/Factors_that_impact_on_medical_student_wellbeing____Perspectives_of_risks_53959480.pdf
Palés J, Clima educativo en las facltades de medicina. FEM 2014; 17 (Supl 1): S1-S47. En http://diposit.ub.edu/dspace/bitstream/2445/121385/1/642487.pdf
Díaz-Véliz G, Mora S, Bianchi R. Percepción de los estudiantes de medicina del ambiente educativo en una facultad con currículo tradicional (UCH-Chile) y otra con currículo basado en problemas (UNC-Argentina). Educ. Méd. 2011; 14 (1): 27-34. https://scielo.isciii.es/pdf/edu/v14n1/original1.pdf
Hartley J, Davids IK. Note taking: a critical review. Program Learn Educ Tech 1978; 15: 207-224.
Bowen JA. Teaching naked: how moving technology out of the classroom will improve student learning. San Francisco, CA: Jossey-Bass, 2012, p327. http://doi.org/10.1353/csd.2014.0071
Zhou GZ, Wong DD, Nguyen LK, Mendelson RM. Student and intern awareness of ionising radiation exposure from common diagnostic imaging procedures. J Med Imaging Radiat Oncol. 2010 Feb;54(1):17-23. https://doi.org/10.1111/j.1754-9485.2010.02132.x
McConville J, McAleer R, Hahne A. Mindfulness Training for Health Profession Students-The Effect of Mindfulness Training on Psychological Well-Being, Learning and Clinical Performance of Health Professional Students: A Systematic Review of Randomized and Non-randomized Controlled Trials. Explore (NY). 2017; 13(1):26-45. http://doi.org/10.1016/j.explore.2016.10.002.
Cisneros V, Goldberg I, Schafenacker A, Bota RG. Balancing life and medical school. Ment Illn. 2015 Feb 24; 7(1): 5768. http://doi.org/10.4081/mi.2015.5768
Copyright (c) 2021 Servicio de Publicaciones de la Universidad de Murcia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The works published in this magazine are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) preserves the economic rights (copyright) of the published works and favors and allows them to be reused under the use license indicated in point 2.
2. The works are published under a Creative Commons Attribution-NonCommercial-NoDerivative 4.0 license.
3. Self-archiving conditions. Authors are allowed and encouraged to disseminate electronically the pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version evaluated and accepted for publication) of their works before publication , since it favors its circulation and earlier diffusion and with it a possible increase in its citation and reach among the academic community.
