Influencing factors on stress management in medical students-with special consideration of depression

Abstract

Due to high levels of stress, apractical course on stress management in medical school was offered to preclinical medical students at the Justus-Liebig University in Giessen up to 2019. In addition to autogenic training with specific resolution formulas, learning strategies, examination anxiety, and stress management were taught. The aim was to determine the factors influencing the efficacy of the course as well as predictive factors favoring the success of preventive strategies for medical students. A total of 81medical students with an average age of M = 25.4years participated in this study, with 32.1%being male. The pre-post surveys were conducted anonymously with PSQ, BDI, PHQ‑9, HADS, SF-12 and the STQL‑S. With respect to satisfaction, stress, anxiety, and depression, asignificant improvement was achieved at high effect levels (Cohen's d > 1). Initially, 35% of the students suffered from clinically relevant depression; these also showed asignificantly higher stress level at the end of the course. This also applies to students with low study or life satisfaction. There were significant interactions of stress reduction depending on the existence of adequate learning techniques as well as anxiety symptoms but less often due to the existence of adequate stress management strategies. As predictive factors against ahigh stress level in medical students, ahigh study satisfaction and ahigh life satisfaction as well as low depression values could be confirmed. Relevant factors contributing to the efficacy of the course are learning strategies and coping with examination phobia. Theoretical information concerning stress management was found to be less helpful.