Abstract
Throughout the pandemic of COVID-19, medical students have been undergoing online learning, which has the potential to cause them anxiety. The study’s objective is to determine a relationship between anxiety scales and gender, year of study, resilience scale, and social support scale. This study used a cross-sectional approach with analytic observational methodology. The year of study and gender were in the biodata section, the resilience scale was calculated utilizing the Nicholson McBride Resilience Questionnaire (NMRQ), and the social support scale was calculated utilizing the Oslo Social Support Scale-3 (OSSS-3). The Beck Anxiety Inventory (BAI) was employed to evaluate anxiety scales. The data was examined utilizing univariate and bivariate methods such as Chi-square and Kendall-tau. The amount of respondents was 238 respondents who were selected by simple random sampling. The result showed significant results (p<0.05) for factors that consist of gender (r=0.183, p<0.01), year of study (r= -0.151, p<0.05), resilience (r= -0.297, p<0.01) and social support (r= -0.243,p<0.01). This research’s findings are gender, year of study, resilience, and social support all have a significant correlation with anxiety scale experienced by respondents while participating in online learning.
Highlights
Online learning is a form of learning that uses smartphones, tablets, and laptops as a medium of interaction for medical students and teaching lecturers aimed at preventing the transmission of COVID-19 (Sari, 2020)
The aim of the research is to see whether there is a correlation between the variables studied and the anxiety scale in students of the Bachelor of Medicine and Medical Profession Study Program, Faculty of Medicine, Udayana University that could be summarized as Medical Students of Udayana University participating in a system of online education
Normal anxiety can make it easier for an individual to find and solve the cause of his anxiety. (Stuart, 2014). This result was higher than the meta-analysis research carried out by Lasheras et al (2020), which found that 28% of respondents experienced abnormal anxiety throughout the global pandemic
Summary
Online learning is a form of learning that uses smartphones, tablets, and laptops as a medium of interaction for medical students and teaching lecturers aimed at preventing the transmission of COVID-19 (Sari, 2020). After months of online learning, medical students tend to feel bored. This is because of a lack of social interaction with peers and lecturers, a deficiency in exercise, and excessive staring at the device. Some students face challenges in online learning, such as insufficient gadgets and internet access, and an absence of focus when studying from home. Being bored, they usually are concerned about a lot of things, including their finances, graduation, and daily life (Lasheras et al, 2020). Abnormal anxiety will interfere with a life of an individual by reducing concentration and focus by increasing thoughts filled with a bunch of terror and fear (Stuart, 2014)
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