Evaluating the effectiveness of compassion-focused therapy on psychological outcomes in medical students: A pilot randomized controlled trial.

This study aims to explore whether psychological maltreatment predicts young adults’ psychological well-being through fear of happiness and externality of happiness. The current study included 490 young adults from a public university in an urban city in Turkey. Participants were 36% male, and they ranged in age from 18 to 39 years (M= 21.77, SD = 2.40). Findings from the study revealed that psychological maltreatment had a significant predictive effect on psychological well-being, fear of happiness, and externality of happiness. Further, fear of happiness and externality of happiness mediated the impact of psychological maltreatment on psychological well-being. These findings indicate that fear and externality of happiness are important sources that can help to explain the association between childhood psychological maltreatment and psychological well-being among young adults. Therefore, there is a need to design a more comprehensive prevention and intervention approach for improving people’s psychological well-being in the context of psychological maltreatment.

The secrets of medical students' psychological resilience: a dual perspective of machine learning and path analysis.

Introduction: The period of transition from school to medical education is critical and students faced many challenges and have a stressful life. Coping and resilience level of a student determine psychological well-being for higher professional competence and learning. The study aims to determine impacts of coping, and resilience on psychological well-being among medical students. Materials and Methods: A cross-sectional descriptive survey was conducted by randomly enrolling 151 MBBS students at All India Institute of Medical Sciences, Rishikesh, Uttarakhand. The information on personal and professional domains, coping, resilience and psychological well-being was sought by using sociodemographic profile sheet, resiliency scale for adult, BREF-COPE (Coping Orientation to Problems Experienced), and Ryff's psychological well-being scale. Appropriate descriptive and inferential statistics was applied to formulate results. Results: Resilience did not show significant relationship with psychological well-being in medical students. However, it was found that high level of resilience enables to predict more autonomy (P

Upbringing a harmonious personality has become the target of the Russian education system and is used in constructing the state strategy for the development of upbringing. In the scientific world a harmoniously developed adolescent is perceived as a psychologically happy adolescent, therefore, the number of studies that solve the task of content and improvement the psychological well-being of adolescents is increasing and is acquiring special significance for fulfilling new educational tasks. In modern studies, attention is drawn to the role of self-knowledge in the formation of a psychologically healthy personality. The aim of this study was to investigate the features of the content component in self-knowledge of adolescents with a low level of psychological well-being. The respondents included 180 adolescents with different levels of psychological well-being. The adolescents identified using the K. Riff Psychological Well-Being Scale come from 7-11 grades of the schools in Tula and Moscow regions. The degree of the indicators for the content component in self-knowledge was studied and the differences between adolescents with low and high levels of psychological well-being were determined. The study revealed significant differences in self-knowledge of adolescents with high and low levels of psychological well-being. The obtained results of the study make up for the deficiencies in scientific knowledge in the field of adolescent psychology and define the ways to help in harmonizing the inner world of adolescents. The results will be useful in building programs to improve the psychological well-being of adolescents based on helping them in self-knowledge.

In this study, it was investigated whether fear of happiness and ruminative thinking predict psychological resilience in university students. In addition, the predictive level of fear of happiness and ruminative thinking of psychological resilience subscales was investigated. Finally, it examines whether there is a significant difference between students' fear of happiness, ruminative thought and psychological resilience levels according to gender. The population of the study is the students studying at the faculty of education of a university located in the Mediterranean region of Turkey in the fall semester of the 2021-2022 academic year. The sample group consisted of 296 students, 212 (71.6%) girls and 84 (28.4%) boys, aged between 17 and 34 (x̄=21.81), selected by the easily accessible sampling method. For data collection, a personal information form created by the researchers, Fear of Happiness Scale, Ruminative Thought Style Scale and Psychological Resilience Scale for Adults were used. Findings obtained in the study: It was found that fear of happiness and ruminative thinking together negatively predicted resilience at a significant level. Fear of happiness and ruminative thought explain approximately 12% of the variance in students' resilience scores. Regarding the predictive level of fear of happiness and ruminative thinking of the sub-dimensions of psychological resilience; self-perception (19.9% of variance), future perception (10% of variance), social competence (5% of variance), family adjustment (3% of variance), and social resources (3% of variance) are negative significant predictors. Finally, there is a significant difference between students' psychological resilience and self-perception sub-dimensions of psychological resilience according to gender.

The current medical model has transitioned from the original biomedical treatment model to a bio-psycho-social model, where patients now have higher demands for service awareness. Consequently, doctor–patient relationships have become a crucial aspect of the contemporary medical process. Currently, psychological resilience among medical students in China tends to be at a moderately lower level. Medical students often exhibit poor psychological qualities in handling contradictions in doctor–patient relationships. Moreover, there is a lack of emphasis on the education of corresponding psychological qualities for medical students during the teaching process. This deficiency is highly disadvantageous for medical students in their future management of doctor–patient relationships. The article explores how to cultivate psychological resilience in medical students and enhance their ability to handle conflicts in doctor–patient relationships from the perspective of doctor–patient relationships. The author suggests that schools should place greater emphasis on the psychological resilience of medical students, change teaching methods, incorporate online education to enhance the mentalization level of medical students, and propose an eight-week mindfulness cognitive therapy program to improve psychological resilience. The intervention process should consider establishing positive coping mechanisms, promoting good interpersonal relationships among medical students, and regulating individual negative emotions. Through simulating doctor–patient scenarios, teachers should consciously train the psychological resilience of medical students, improve their cognition and thinking abilities, and accelerate their psychological health recovery.

Medical students' psychological wellbeing is a growing concern. However, the methods used and outcomes measured in studies evaluating psychological wellbeing lack consistency given their wide and diverse array. This systematic review aims to characterise and comprehensively evaluate the outcomes measured and methods used in studies assessing psychological wellbeing among medical students. A consensus on the constructs and methods used in indexing psychological wellbeing can lead to more effective assessments and consequently more effective interventions aimed at promoting wellbeing in medical students. Methods: Multiple databases were searched, including Medline, PsycINFO, Cochrane Library, and Web of Science. Grey literature was searched through Google Scholar, and reference lists of the included studies were further searched. Results: Forty-five studies were included, and findings were integrated into a narrative synthesis. The results showed that various methods were used and various outcomes were measured to index medical students’ mental wellbeing; outcomes tapped on stress, depression, anxiety, burnout, and minor psychiatric disorders as wellbeing indicators while commonly used measures were the General Health Questionnaire, Oldenburg Burnout Inventory, Perceived Stress Scale and Depression Anxiety Stress Scale. Self-reported measures and quantitative designs predominated, focusing on negative indicators of wellbeing. The findings of this systematic review highlighted the vast heterogeneity in outcomes measured and methods used in studies assessing psychological wellbeing in medical students. Conclusions: Homogeneity in the measures and outcomes used to assess wellbeing is necessary to improve the comparability and reliability of findings among studies. Future research should also use validated measures that capture both positive and negative aspects of psychological wellbeing to gain a more comprehensive understanding of the factors that can promote positive psychological wellbeing; and consequently, to inform the development of more effective interventions tailored to the mental health needs of medical students.

This study has three main objectives: to establish the relationships between personality traits and resilience in medical students, the relationships between vulnerability factors and the level of resilience in medical students, and the relationships between personality traits, resilience and symptoms of depression, anxiety, stress among medical students. In this study participated 134 students enrolled at the University of Medicine and Pharmacy in Craiova, both in the specialization of general medicine and general medicine nurses, aged between 18 and 25 years, M = 19.78, SD = 1.31. Of these, 34 are men and 100 are women. The instrument used were Inventory of vulnerability / protection factors (α = .79), Resilience Scale, short form, RS-14 (α = .87), five sets of 10 items each in five sub-domains of NEO PI-R: neuroticism, extraversion, openness to experiences, aggreableness, and conscientiousness (α > .70), and Depression, Anxiety, and Stress Scales, DASS 21-R (α > .70). Resilience was negatively corelated with neuroticism, positively correlated with extraversion, and also positively correlated with conscientiousness. The protective factors were positively associated with resilience. Neuroticism has an increasing effect on depression, while extraversion has a decreasing effect on depression, neuroticism has an increasing effect on anxiety and stress, and aggreableness has a decreasing effect on stress. The results also showed that a high level of resilience leads to a low level of depression, anxiety, and stress.

This study has three main objectives: to establish the relationships between personality traits and resilience in medical students, the relationships between vulnerability factors and the level of resilience in medical students, and the relationships between personality traits, resilience and symptoms of depression, anxiety, stress among medical students. In this study participated 134 students enrolled at the University of Medicine and Pharmacy in Craiova, both in the specialization of general medicine and general medicine nurses, aged between 18 and 25 years, M = 19.78, SD = 1.31. Of these, 34 are men and 100 are women. The instrument used were Inventory of vulnerability / protection factors (α = .79), Resilience Scale, short form, RS-14 (α = .87), five sets of 10 items each in five sub-domains of NEO PI-R: neuroticism, extraversion, openness to experiences, aggreableness, and conscientiousness (α > .70), and Depression, Anxiety, and Stress Scales, DASS 21-R (α > .70). Resilience was negatively corelated with neuroticism, positively correlated with extraversion, and also positively correlated with conscientiousness. The protective factors were positively associated with resilience. Neuroticism has an increasing effect on depression, while extraversion has a decreasing effect on depression, neuroticism has an increasing effect on anxiety and stress, and aggreableness has a decreasing effect on stress. The results also showed that a high level of resilience leads to a low level of depression, anxiety, and stress.

IntroductionBurnout in medical students is extensive and a critical issue. It is associated with increased rates of depression, suicide, and poor perception of the educational environment. Enhancing resilience, the ability to adapt well in the face of adversity, is a potential tool to mitigate burnout and improve medical student wellness.MethodsOur resilience curriculum consisted of facilitated workshops to cultivate resilience in medical students during their core clerkship rotations. This curriculum served as an introduction to the concept of resilience and taught skills to cultivate resilience and promote wellness. The sessions allowed for identification of and reflection on stressors in the clinical learning environment, including straining team dynamics, disappointment, and uncertainty. Educational sessions included resilience skill-building exercises for managing expectations, letting go of negative emotions, dealing with setbacks, and finding meaning in daily work. Associated materials included lesson plans for small-group facilitators, learner pre- and postcurriculum surveys, and a social media activity guide.ResultsThis curriculum was delivered to 144 clerkship students at two academic institutions over the 2017–2018 academic year. Sessions were well received by medical students, with the majority of students stating that the sessions should continue. The majority of attendees found the sessions valuable and learned new ways to approach challenges.DiscussionStudents valued connecting with peers and feeling less alone through their participation. A challenge was constructing a setting conducive to comfortable reflection for all learners. Not all students found these sessions necessary. Sessions may have improved resilience levels.

Introduction: Sleep deprivation is a growing problem, especially among medical students who must meet high academic standards, as well as, their parent’s expectations. Since poor sleep quality and daytime sleepiness have important consequences in the mental health of medical undergraduate students the management of these problems would begin with and be guided by assessment of these sleep-related and mental health parameters. Aim: To evaluate the sleep quality and effects of sleep deprivation on the psychological well-being and mental health of undergraduate medical students. Materials and Methods: This was a cross-sectional descriptive study conducted by Department of Psychiatry, G.S. Medical College and Hospital Pilkhuwa, Hapur, Uttar Pradesh, India, on undergraduate students, for a period of a month in May 2022. Four hundred medical undergraduate students from 1st, 2nd, 3rd part 1 and 3rd part 2 Bachelor in Medicine and Bachelor in Surgery (MBBS) years, who fulfilled the inclusion and exclusion criteria, were enrolled in the present study after their informed consent was taken. Epworth Sleepiness Scale (EPSS), Pittsburgh Sleep Quality Index (PSQI), Depression Anxiety Stress Scale 21 (DASS-21), and Psychological General Well-Being Index (PGWBI) were used to assess the participants. Sleep quality and sleepiness were correlated with anxiety depression, stress, and subjective general well-being using Spearman’s coefficient with significance at 0.05 and 0.001 levels. Results: The study participants were in the age group of 17-24 years and majority of the students (n=130, 32.5%) were 20-yearold. Females accounted for near half of the study participants (n=190, 47.5%). Most of the students in the participant group had poor sleep quality with a mean of 6.75±1.811 and issues of daytime sleepiness (10.68±3.481). The DASS-21 revealed severe anxiety (15.5±2.473) and moderate stress (22.89±3.396) levels. Significant positive correlation was seen between the anxiety (r=0.110; p-value <0.05) and stress (r=0.452; p-value <0.01) index with EPSS. A significant positive correlation was found between anxiety (r=0.118, p-value <0.05), stress (r=0.410; p-value <0.01) and psychological well-being (r=0.119; p-value <0.01) and PSQI score. Conclusion: The study revealed that, many undergraduate medical students in different semesters slept insufficiently and struggled with daytime tiredness. Among the students, higher stress and anxiety levels, along with a low level of subjective psychological well-being were discovered. Additionally, the study revealed higher levels of anxiety and stress in medical undergraduates, who had poorer sleep quality and excessive daytime sleepiness. Also, students with poor quality of sleep had lower psychological general well-being.

Introduction. Preservation and strengthening of mental and psychological health of students is one of the priority tasks of development of modern professional education in Russia. However, the recent studies into psychological well-being of medical students have shown an average and low level of its formation. The discovered problem is complicated by the lack of studies that would show the relationship between the peculiarities of the organization of the university educational environment and the satisfaction with the learning activities of students. This is important for the development and practical realization of optimal conditions for the formation of psychological well-being of medical university students. The aim of the study is to determine the specifics of the state of psychological well-being of medical university students in connection with the level of their satisfaction with learning. Materials and Methods. First, second and fifth-year medical students participated in the servey. The following diagnostic tools were used: “Scale of psychological well-being” (K. Riff) and “Questionnaire of satisfaction with educational activities” (L. V. Mishchenko). The analysis of the results of the study revealed statistically significant correlations between the scales of satisfaction with the educational activities of medical university students and their psychological well-being. Results. The analysis of the results of the study revealed statistically significant correlations between the scales of satisfaction with learning activities of medical students and their psychological well-being. Second-year students demonstrated high indicators of psychological well-being, the lowest ones were found in fifth-year students. The obtained results create prerequisites for comprehension of the process of optimizing the educational environment of medical school, focused on the preservation and promotion of mental health of students. Discussion and Conclusion. The conclusions of this study can be useful for the management corps of the university in order to develop and implement optimal psychological and pedagogical conditions for the organization of the educational environment and increase the level of satisfaction in the student community with all components of the structure of learning activities as one of the main conditions for the development of psychological well-being of young people.

This study aims to determine the relationship between religiosity and resilience in medical students. The hypothesis proposed in this study is that there will be a positive correlation between religiosity and resilience in medical students. The scale used for data collection uses the Resilience Scale compiled by Bochaver et al, (2021) based on theory from Connor and Davidson (2003) and the Religiosity Scale uses the IIUM Religiosity Scale (IIUMRelS) compiled by Diana Mahudin, Noraini Noor and Mariam Adawiah Dzulkifli (Mahudin et al., 2016). The subjects used in this study were 219 medical students, male or female, with a minimum age of 18 to 25 years. The results found in this study show a correlation coefficient of r = 0.530 with a significance of p <0.001. The data obtained from this study show that there is a positive relationship between religiosity and resilience in medical students. Religiosity makes an effective contribution of 28.1% towards the resilience of medical faculty students. This concludes that the hypothesis in this study was accepted.

The primary objective of this study was to assess the relationship between Adverse Childhood Experiences (ACEs) and well-being in medical students and determine if resilience plays a moderating role in this dynamic. A secondary objective was to provide more descriptive data on ACEs as they relate to medical student demographics. The authors administered an anonymous survey to Southeastern US medical students (N = 794) from March to May 2024. The survey included demographics, a 10-item ACE questionnaire, the Brief Resilience Scale, and the Mayo Medical School Well-Being Index. Fifty-three medical students (65%) reported at least 1 ACE while 21 students (25%) reported at least 4 ACEs. Females, minorities, and students from low-income families (Pearson correlation coefficient = -.288, P < 0.001) tended to report higher ACE scores. Students with an ACE score of 4 or more were significantly more likely to report a state of distress (chi-square test, P = 0.002) compared to individuals with less than 4 ACEs. While 79% of students endorsed either moderate or high resilience levels, the students with low resilience reported poor well-being significantly more (chi-square test, P < 0.001). A logistic regression test found resilience (P = 0.008) and ACE score (P = 0.011) to be associated with well-being status, but resilience did not significantly moderate the relationship between ACEs and well-being (b = 0.069, P = 0.115). A history of ACEs or low resilience in medical students may contribute to poor mental health outcomes in future physicians and, as a result, should be considered a potential risk factor.

Given the rigors of medical training with its high documented prevalence of mental issues as well as the global need to safeguard the well-being of medical students, there is an urgency to assess the well-being of medical students and their perception of support from their respective medical schools during their education. This also applies in the context of public medical school students in the Philippines, where there is still a relative lack of literature. This cross-sectional study investigates the well-being and such perceptions of medical students at the University of the Philippines College of Medicine (UPCM). The study uses a quantitative approach using a subset of secondary data from a college-wide survey online that was disseminated, through convenience sampling, to medical students from October 3, 2018 to December 3, 2018. A total of 432 responses were included in the analysis, out of the total student population of the included learning unit levels of 809. Participants were grouped based on their entry into medical school, either through the Integrated Liberal Arts and Medicine (INTARMED) program or lateral entry. Exclusion criteria comprised responses from Learning Unit I-II (pre-medical proper) students and incomplete survey sets. Responses were interpreted using established scales such as the World Health Organization Well-Being Index (WHO-5), Perceived Stress Scale-4 (PSS-4), and Oldenburg Burnout Inventory-Medical Student (OLBI-MS). Data analysis involved statistical techniques including one-way ANOVA and independent samples t-test using Statistical Package for the Social Sciences (SPSS). The findings suggest that medical students at UPCM generally find the administrative and academic systems satisfactory, but express concerns about inadequate educational resources and infrastructure, especially as they progress through their studies and engage more with clinical settings like the Philippine General Hospital (PGH). As students advance through the program, there are different patterns for wellbeing outcomes, including decreasing perceived stress and increasing burnout. In particular, LU IV and LU VII students reported lower well-being and higher burnout levels, respectively. This is potentially due to heavier workloads and clinical responsibilities. Lateral entrants, who are older and typically enter with prior degrees, tend to have higher well-being and lower burnout compared to INTARMED students, suggesting age and previous educational experience may play a role in adjustment and coping mechanisms. Overall, the study highlights the medical students' generally satisfactory perception of medical educational aspects, as well as the patterns of wellbeing throughout their medical college experience. Furthermore, it identifies different areas for improvement to ensure effective education and student mental health. By analyzing trends across different year levels, the study provides insights for interventions and program refinements, while also suggesting avenues for further research to assess student experiences over time.