Academic Related Stressors Research Articles

Academic-related stressors predict depressive symptoms in graduate students: a machine learning study

BackgroundGraduate students face higher depression rates worldwide, which were further exacerbated during the COVID-19 pandemic. This study employed a machine learning approach to predict depressive symptoms using academic-related stressors. MethodsWe surveyed students across four graduate programs at a Federal University in Brazil between October 15, 2021, and March 26, 2022, when most activities were restricted to taking place online due to the pandemic. Through an online self-reported screening, participants rated ten academic stressors and completed the Patient Health Questionnaire (PHQ-9). Machine learning analysis tested whether the stressors would predict depressive symptoms. Gender, age, and race and ethnicity were used as covariates in the predictive model. ResultsParticipants (n=172), 67.4% women, mean age: 28.0 (SD: 4.53) fully completed the online questionnaires. The machine learning approach, employing an epsilon-insensitive support vector regression (Ɛ-SVR) with a k-fold (k=5) cross-validation strategy, effectively predicted depressive symptoms (r=0.51; R2=0.26; NMSE=0.79; all p=0.001). Among the academic stressors, those that made the greatest contribution to the predictive model were “fear and worry about academic performance”, “financial difficulties”, “fear and worry about academic progress and plans”, and “fear and worry about academic deadlines”. ConclusionsThis study highlights the vulnerability of graduate students to depressive symptoms caused by academic-related stressors during the COVID-19 pandemic through an artificial intelligence methodology. These findings have the potential to guide policy development to create intervention programs and public health initiatives targeted towards graduate students.

Academic Stress, Its Sources, Effects and Coping Mechanisms Among College Students

Aims: This article aims to review academic stress, its sources, effects and coping mechanisms among college students. Background: Stress has become part of students’ academic life due to the various internal and external expectations placed upon their shoulders. It therefore, becomes imperative to understand the sources and effects of academic stress. Academic stress refers to the emotional and physical strain experienced by students as a result of the demands and pressures of academic life. This stress can stem from various sources such as the pressure to perform well academically, the competition for grades and recognition, and the expectations set by peers, family, and society. Stress is always regarded as a psychological process that involves an individual’s personal interpretation and response to any threatening event. Coping is an important predictor of stress among college students. Individual used coping mechanisms to manage their stress and negative emotions. The way students cope with stress can have a significant impact on their stress levels and overall well-being. Findings: Majority of the students considered academic related stressors to be the source of high stress which is followed by inter and intra-personal related stressors. Gender, educational period, school type, family socioeconomic status, and father’s education were associated with academic stress. Watching movies and comedies, prayer, sharing their problems with friends, with their parents and teachers were mostly adopted by the students for coping their stress. Conclusion: The students are primarily stressed by the inadequacy of proper support. There are many personal and social factors that contribute to Students stress. Lack of clarification and unavailability of right career consultants contribute to unidirectional objectives, and even after they graduate, students become clueless and vulnerable in their jobs. Keywords: Academic stress, College students, Source of stress, Effect of stress, Coping mechanisms.

Academic Stress: Comparative Study of Academic Stress of Class XII Students from Arts, Commerce and Science Streams

The present study was an attempt to make a comparative analysis of the academic stress of class XII students from the arts, commerce, and science streams. For this purpose, a total of 90 students from class XII were selected, out of which 30 were from the arts stream, 30 from the commerce stream, and 30 from the science stream. The Academic Stress Scale (ASS) by Poorva Jain and Neelam Dixit (2016) is used. This scale comprises 28 items that delve into various aspects of academic-related stressors and concerns, particularly those associated with the fear of academic failure. The findings of this study contribute to a better understanding of how academic stress varies across different streams, shedding light on potential factors that could be addressed to mitigate stress and enhance the overall well-being of Class XII students.

Evaluation of The Degree of Stress in First Year Students of The Faculty of Medicine, Muslim Indonesian University

Stress is a phenomenon that often occurs in everyday life that cannot be avoided and can be experienced by everyone. There are so many demands in the first year of college that some students find them very heavy and difficult to fulfill. Students' failure to adapt to exams in the new academic year is likely to cause students to experience pressure. The research aims to determine the degree of stress and factors that trigger stress in first year students at the Faculty of Medicine, Indonesian Muslim University. This research is descriptive with a cross sectional method to measure stress levels based on stressors in first year medical students at the Faculty of Medicine, Muslim University of Indonesia, class of 2023. The method used is simple random sampling with a sample size of 295 first year students, class of 2023, Faculty of Medicine, Muslim University of Indonesia. The results of the research found that 295 students from the Faculty of Medicine, Indonesian Muslim University, class of 2023, on the Academic Related Stressor (ARS) factor, 130 people (44.1%) experienced a moderate level of stress, 152 people (44.1%) experienced a moderate level of stress on the Intrapersonal & Interpersonal Related Stressor (IRS) factor. people (51.5%), in the Teaching & Learning Related Stressor (TLRS) factor 121 people (41.0%) experienced a moderate level of stress, in the Social Related Stressor (SRS) factor 136 people (46.1%) experienced a moderate level of stress. Drive & Desire Related Stressors (DRS) experienced mild levels of stress as many as 168 people (59.9%), in the Group Activities Related Stressors (GARS) factor experienced moderate levels of stress as many as 123 people (41.7%). Based on the frequency distribution of stress levels, the number of stressors who experienced very severe stress was 35 people (11.9%).

Knowledge, Attitude and perception of anxiety and stress among undergraduate dental students

This research endeavours to examine the levels of knowledge, attitude, and perception related to anxiety and stress among undergraduate dental students. The challenging and demanding nature of dental education may contribute to elevated stress levels among students, making it imperative to comprehend the factors influencing anxiety and stress. This study aims to provide insights that can guide the development of targeted interventions to enhance the mental well-being of dental students. A cross-sectional study was conducted using a structured questionnaire to gather data from undergraduate dental students. The questionnaire encompasses demographic details, academic-related stressors, awareness of mental health resources, coping mechanisms, and perceptions regarding anxiety and stress in dental education. The data was subjected to statistical analysis to identify patterns and associations. Findings include revelations about the prevalence and severity of anxiety and stress among dental students, factors contributing to heightened stress levels, and the efficacy of existing coping mechanisms. The study also aims to assess the awareness and utilization of mental health resources within the dental education community. This research aims to contribute valuable insights to the existing body of literature on the mental health of undergraduate dental students. The results may inform educational institutions and policymakers about potential areas for improvement in support services and interventions to alleviate anxiety and stress levels among dental students. Ultimately, enhancing the overall well-being of dental students is crucial for their academic success and personal growth.

Effect of Academic-related and Teaching and Learning-Related Stressors on Eating Habits among Medical Students: A Cross-sectional Study

Introduction:: Stress occurs when people are faced with challenges and feel overwhelmed. Too much stress can cause negative effects on the body. Medical students especially feel a lot of stress due to their curriculum, which affects their eating habits and, in turn, their academic performance. Objective:: This study aimed to assess the effects of academic-related and teaching and learning-related stressors on the pattern of eating habits. Material and Methodology:: A cross-sectional study was carried out among students of private medical universities in UAE. MBBS and BDS students of and above the age of eighteen were included. A standardized questionnaire (Medical Student Stressor Questionnaire) was used to collect data. SPSS version 28 was used to analyze the data. Results:: We identified two main types of stressors: Academic Related Stressors (ARS) and Teaching and Learning Related Stressors (TLRS), resulting in high levels of stress causing them to eat more than usual or less than usual. Most students (82.6%) who ate less or much less than usual had experienced high or severe stress due to academic-related stressors of ‘strenuous task’ (P=0.007). Moreover, 81.5% of students who ate more than usual had experienced high or severe stress when they were nervous and stressed (P=0.004). When feeling “difficulties pile up” and during times when students “lacked confidence” due to teaching-related stressors, 71.7% and 66.3% of the participants experienced mild/moderate stress, respectively and ate less or much less than usual (P<0.05). Conclusion:: We were able to determine the effect of academic-related stressors (ARS) and teaching and learning-related stressors (TLRS) on eating habits. This has led us to discover the importance of well-developed and improved intervention programs by universities to reduce stress and promote healthy eating habits among medical students.

Perceived stress, sources of stress and coping strategies among undergraduate medical students of Nepal: a cross-sectional study.

Background: Medical students are subjected to various stressors throughout their training, which has a considerable impact on their physical and mental health. Some students have positive ways of coping, while others take to maladaptive coping measures. This study aims to assess severity, sources of stress, and coping strategies among medical students of a non-Western low-income country from South Asia. Methods: A self-administered questionnaire-based cross-sectional study was carried out. Demographic variables were collected and stress level was assessed using PSS 14 (Perceived Stress Scale 14). The sources of stress were assessed using MSSQ (Medical Student Stressor Questionnaire) and coping strategies were evaluated using the Brief-Coping Orientation to Problems Experienced 28. Results: The response rate was 95%. The mean PSS score was 27.85. Overall, 55% of students were stressed (male 52%, female 60%), the difference among gender was not significant. Basic science students perceived higher levels of stress than clinical clerkship students. Academic related stressors caused higher stress, whereas other variables caused moderate stress. The major stressors were examinations, inadequate time to study, poor marks, extensive amount of learning content, and the need to performing well in the exam. The five most common coping strategies used were active coping, acceptance, planning, self-distraction, and instrumental support. The least common coping mechanism was substance use. All MSSQ domains positively correlated with the total PSS score. Students with higher PSS scores were likely to use behavioral disengagement, venting, and self-blame as the primary coping strategies. Conclusions: Stress level among the medical students is high and mainly in relation to academia. Inadequate guidance from teachers contributed significantly. Stressed students were likely to use maladaptive coping strategies. Strategies to enhance teacher-student communication and adaptive coping measures should be implemented. Further studies should be done to evaluate the effects of stress on the academic outcomes of students.

Exploring Mental Wellbeing, Distress and Adjustment in a Blended Learning Environment

In the wake of the COVID-19 pandemic, the education landscape underwent a rapid transformation, with blended learning emerging as a predominant approach. This study employed explanatory sequential analysis to examine the impact of academic and familial distress, as well as adjustment, on students' mental health within the dual continua model. Quantitative results identified three mental health groups: flourishing (21.14%), languishing (39.72%), and moderately mentally healthy (39.14%). Students generally displayed moderate mental well-being, high academic distress, moderate familial distress, and strong adjustment to blended learning. Notably, the relationship between adjustment and academic stress, suggesting the effective adaptation to the demands of blended learning can mitigate academic related stressors. Explaining the quantitative area, qualitative exploration uncovers a deeper understanding of student’s lived experiences, emotional states, ranging from resilience and adaptability to anxiety and frustrations. Moreover, it tackles the challenges faced by the students including technological barriers, time management dilemmas and exacerbation of isolation as the effects of pandemic. These revelations underscore the imperative need for educational interventions that seamlessly integrate mental health education into curricula, fostering a healthier and more inclusive blended learning environment. Prioritizing mental health education in the curriculum can enhance students' academic, emotional, and social success in the evolving educational environment.

Stress and burnout among first year undergraduate medical students of a private medical college: a cross-sectional study

Background: Stress can be considered as a double-edged sword. Various studies have provided evidence of stress amongst medical students. There have been no studies regarding prevalence of various stress factors among the medical students of the only private medical college in Manipur. Methods: A cross-sectional study was conducted at Shija Academy of Health Sciences, Langol amongst the first MBBS Batch 2022. Convenience sampling method was adopted. medical students stress questionnaire was used for assessing Stress and Maslach burnout inventory-student survey was used for assessing Burnout of the medical students. Results: A total of 148 medical students participated. For stress predictor domains, the academic related stressor was found to have the highest mean score (2.30±0.65). There were statistically significant associations between the social related stressor score with location of home of students and academic related stressor with self-graded academic performance. There was also significant association between group activities related stressor and self-graded academic performance of students. for burnout domains, the employment/occupational exhaustion had the highest mean score (26.54±9.37). Statistically significant associations were found between depersonalization with gender and location of home of students, and occupational exhaustion with self-graded academic performance of students. Conclusions: This study reveals the need for stress management modules development for students with special focus on academic and social related stressors.

Perceived stress, sources of stress and coping strategies among undergraduate medical students of Nepal: a cross-sectional study

Background: Medical students are subjected to significant stressors impacting their physical and mental health. While some students employ positive coping mechanism, others resort to maladaptive coping measures. This study aims to assess prevalence, severity, and sources of stress, as well as coping strategies among medical students of a non-Western low-income country from South Asia. Methods: A self-administered questionnaire-based cross-sectional study was carried out. Demographic variables were collected and stress level was assessed using PSS 14 (Perceived Stress Scale 14). The sources of stress were assessed using MSSQ (Medical Student Stressor Questionnaire) and coping strategies were evaluated using the Brief-Coping Orientation to Problems Experienced. Results: A remarkable response rate of 95% was achieved. Overall, 55% of students were stressed (male 52%, female 60%), the difference among gender was not significant. Initial basic science years students perceived higher levels of stress than later clinical clerkship students. Academic related stressors emerged as leading cause of stress, whereas other variables caused moderate stress. The major stressors were examinations, inadequate time to study, poor marks, extensive amount of learning content, and the need to performing well in the exam. Regarding coping strategies, the study revealed five predominant coping strategies: active coping, acceptance, planning, self-distraction, and instrumental support. Conversely, the least common coping mechanism was substance use. Conclusions: This study reveals a high prevalence of stress level among the medical students, mainly driven by academic pressure. Stressed students were likely to use maladaptive coping strategies. First year medical students require focused support, and promoting healthier coping measures among all medical students is crucial.. Further studies can be done to evaluate the effects of stress on the academic outcomes of students.

Perceived Social Support, Academic Self-Efficacy, and Anxiety among Final Year Undergraduate Students: A Mediation Analysis

Students, especially in the final year, often encounter various sources of stress and increasingly high academic demands, which have the potential to cause academic anxiety. This study aimed to determine the effect of perceived social support on academic anxiety through self-efficacy as a mediator. Employing a cross-sectional quantitative research design, this study involved a sample of 80 final-year undergraduate students, comprising 49 females and 31 males. Data were collected via an online questionnaire encompassing three scales: General Anxiety Disorder-7 (GAD-7), Academic Self-Efficacy Scale (ASES), and The Multidimensional Scale of Perceived Social Support (MSPSS). The mediation analysis results revealed that academic self-efficacy acts as a full mediator in the relationship between perceptions of social support and student anxiety. These findings highlight the potential effectiveness of interventions to bolster students' self-efficacy to mitigate the adverse effects of academic-related stressors, ultimately enhancing their overall well-being and academic performance.

The Prevalence and Associated Factors of Academic Stress among Medical Students of King Khalid University: An Analytical Cross-Sectional Study.

Medical students are the category of academic population with the highest levels of stress. This study aimed to assess the prevalence of academic stress among medical students in Saudi Arabia and to identify its associated factors. This cross-sectional study was conducted at the College of Medicine at King Khalid University, Abha. The Medical Student Stressor Questionnaire (MSSQ) was used to evaluate the stress caused by different factors. A total of 422 medical students participated in this study. Among the participants, 115 (27.3%) were male and 307 (72.7%) were female. The highest percentage of students were perceiving moderate to severe stress due to academic-related stressors (97.1%), followed by teaching- and learning-related stressors (93.9%) and group activities-related stressors (88.3%). The lowest domain in which students perceived moderate to severe stress was drive and desire-related stressors (65.8%). The mean percentage of students who perceived moderate-to-severe stress in all domains of stressors was 85.5%. We can conclude that medical students have a high degree of stress, and we emphasize the importance of implementing stress management programs to teach students how to handle stress in order to avoid negative effects on their health and academic performance.

The prevalence of stress among medical students in Syria and its association with social support: a cross-sectional study

IntroductionChronic stress can interrupt personal life and cause fatigue, inability to concentrate, and irritability. This study aims to determine the prevalence of stress and its associated factors among medical students in Syria and whether social support could be a protective factor against stress.MethodsA cross-sectional study was conducted in the faculty of medicine of five Syrian universities. The Medical Student Stressor Questionnaire (MSSQ) was used to evaluate the stress caused by the possible sources of stress. And Social Support Questionnaire – short version (SSQ – short version) was used to assess the social support that medical students received from family, friends, and their fellow medical students using six questions.ResultsA total of 1472 medical students participated in the study. Among the total participants, 671 (45.6%) were males, and 801 (54.4%) were females. The majority of the participators had mild (50.6%; n = 745) and moderate (37.0%; n = 545) stress levels. Academic-related stressors were the most important cause of stress among undergraduate medical students. Social support was provided equally to both genders, and genders reported the same degree of satisfaction.ConclusionOur results emphasize the importance of improving the curricula, providing mental health consultants for students, and paying more attention to the mental health of female students. Finally, students in their clinical years should also receive mental health care, decreasing their duties and providing more self-free time.

Perceived Stress and Stressors among Undergraduate Medical Students of a Nigerian Institution.

To identity stressors and measure the intensity of stress perceived by clinical students in a Nigerian institution. This study was a cross-sectional study of fifth and sixth-year medical students using the 40-item Medical Student Stressor Questionnaire (MSSQ). Students marked their responses to each of the 40 questions on a Likert scale ranging from-causing no stress at all (0) to causing severe stress (4). The median stress scores for the six domains were as follows: Academic related stressor (ARS)- 2.1, Teaching and Learning related stress (TLRS)-1.29, Desire related stressors (DRS)- 1.00, Group activities related stressors (GARS)- 1.00, Social related stressor (SRS) - 0.83, and Interpersonal related stressor (IRS)- 0.57. Overall, ARS was perceived to cause high-level stress in 51.6%, and severe stress in 7.8% of students. Specifically, 'Heavy workload' and 'large amount of content to be learnt' caused severe stress in 45.3% and 40.6% of students respectively. Skipping meals was frequent and associated with high stress scores in IRS, SRS and GRS domains. Academic related stressors cause high-severe stress among a considerable proportion of medical students studied, while interpersonal related stress caused mild stress. 'Heavy workload', 'Tests/Examinations', and 'lack of time to review what has been learnt' are some major stressors identified. Universities need to prioritise accessibility to healthy meals, improved students' living environment, provision of psychological support and formal training on time management and other soft skills, to reduce stress and promote better academic performance. There may be a need to review medical students' curriculum to prioritise relevance over breadth of content.

Prevalence of Psychological Stress among Undergraduate Medical Students in Southern District of Karnataka

Background: Medical students experience more stress because of the vast medical syllabus, immense academic workload, inter and intrapersonal issues and motivation-related hurdles, financial and personal reasons.Objectives: To assess the prevalence of stress and stressors among undergraduate medical students and to find thefactors affecting their levels of stress.Methodology: A cross-sectional study was conducted among Phase 1 to 3 medical students of Kodagu Institute of Medical Sciences, Madikeri, Karnataka for a period of 2 months. The data was collected using standard Medical Student Stressor Questionnaire and Perceived Stress Scale questionnaire. Results: Out of 386 students 16.6%,76.7% and 6.7% of the students were suffering from High, Moderate and Low stress respectively. Academic-related stressors were causing more stress and least by Drive and Desire Related Stressors. Medical students with >20 years of age group, females, final year students, and occupation of their father being doctor showed significant association with the level of stressConclusion: In our study, 93.3% of the students were suffering from stress. Academic-related stressors were the major causes of stress among medical students. Logistic regression analysis depicts that a significant association was present between the level of stress and female students, final year MBBS students

Identification and assessment of stress and associated stressors among veterinary students in India using a cross-sectional questionnaire survey.

Veterinary education, is a rigorous professional training program, which exposes students to significant academic and non-academic pressures. The identification of stressors and stress levels among veterinary students mighty help the designing and implementation of coping strategies to protect the students' mental health. A 44-item based cross-sectional questionnaire survey was prepared and disseminated among veterinary students in India to identify the stressors responsible, measure the amount of stress, and relate stress to characteristics like gender, degree year, and family income. A total of n = 611 veterinary students across 14 states including 27 colleges/universities participated in the study. The collected data was evaluated for sampling adequacy, construct validity, and reliability using a set of statistical tests. The analysis revealed high sampling adequacy with a KMO value of 0.957 and a highly significant anti-image correlation (p < 0.001). The principal component analysis generated six factors or subscales which effectively explained 51.98% of the variance in the data, depicting high construct validity. The Cronbach's alpha value of 0.957 revealed high internal consistency for the questionnaire. Analysis revealed more than 94% of pupils under stress, with levels ranging from moderate to severe. Academic-related stressor (95.58%) was the leading cause of overall stress in the present study followed by inter- and intrapersonal and career related-stressors (93.12%) and exams and evaluation-related stressor (90.99%). In comparison to male students, female students reported significantly higher levels of overall stress, academic stress, and intrapersonal and interpersonal stress (p < 0.001) using Chi-square. The students from lower-income families experienced significantly higher overall stress as well as stress due to family responsibilities (p < 0.001). The first-year undergraduate students reported significantly higher (p < 0.001) stress due to family responsibilities-related stressors whereas second-year students due to social activities-related stressors. The hierarchal regression model predicted that gender, family income, academic-related stressors, inter- and intrapersonal and career-related stressors, and social activities-related stressors can be employed to evaluate overall stress among students, as they ensured the maximum variance in the data (p < 0.001). To the best of our knowledge, this is the first Indian study to identify stressors, quantify associated stress and predict major attributes to be targeted in future studies for veterinary students.

Relationship between Stress Severity and Motivation to Exercise among Undergraduate Physiotherapy Students in Malaysia

Introduction: Physiotherapy students are vulnerable to stress due to the challenging scope of study and the dynamic learning environment. Studies found out that physiotherapy students have inadequate physical activity. Thus, sufficient motivation is vital in promoting active lifestyle. This study was conducted to evaluate stress severity and exercise motivation among physiotherapy students in Malaysia. This study also aimed to investigate the relationship between stress and exercise motivation. Methods: This cross-sectional study was conducted on 208 physiotherapy students in Malaysia. The Medical Student Stressor Questionnaire was used to evaluate stress severity while the Exercise Motivation Inventory-2 was used to evaluate exercise motivation. Results: Academic-related stressors (2.66±0.66) have the highest score among all the stressors, followed by teaching and learning related stressors (2.47±0.76) and group activities related stressors (2.08±1.01). Top three exercise motivation with highest means were positive health (4.34±0.87), ill-health avoidance (4.19±0.95) and strength and endurance (4.08±1.00). Academic related stressors were not significantly correlated with any of the 14 domains of exercise motivations. Teaching and learning related stressors were significantly positively correlated with affiliation (rs=0.198, p&lt;0.05) and competition (rs=0.209, p&lt;0.05). There was a significant positive correlation between group activities related stressors and competition (rs=0.166, p&lt;0.05). However, group activities related stressors were significantly negatively correlated with health pressures (rs=-0.290, p&lt;0.05), ill health avoidance (rs=-0.206, p&lt;0.05), positive health (rs=-0.171, p&lt;0.05), weight management (rs=-0.198, p&lt;0.05) and strength and endurance (rs=-0.138, p&lt;0.05). Conclusion: This study showed that moderate to high severity of stress exists among physiotherapy students in Malaysia, with academic stress as the top stressor. Positive health is the strongest motivation to exercise, followed by ill health avoidance and strength and endurance. This study can be utilized in planning a comprehensive approach to cope with stress and to enhance the exercise motivation among physiotherapy students in Malaysia.

STRESS ANALYTICS OF MEDICAL STUDENTS AT FACULTY OF MEDICINE UNIVERSITY OF SURABAYA

Background: Stress is a mental response of a person's body that arises as a reaction to external demands that are considered dangerous or threatening him / her. Various studies have shown that stress on students especially on medical students is very high. This study specifically aimed to analyze the level of stress in preclinical students level 1, 2 and 3 of the Faculty of Medicine, University of Surabaya. Case discussion : This research is an analytic survey with a cross-sectional study approach. Data were collected through the Medical Student Stressor Questionnaire (MSSQ). A total of 114 medical students were obtained, consisting of 85 female students and 29 male students. Number of class 2017 are 38 medical students, number of class 2018 are 37 medical students, and class 2019 are 39 medical students. A total of 94 medical students live with their parents but the remaining 20 medical students do not live with their parents. Stressors in this study consisted of six groups, namely academic-related stressors (ARS), intrapersonal and interpersonal related stressors (IRS), teaching and learning related stressors(TLRS), social related stressors (SRS), drive and desire related stressors (DRS), group activities related stressors (GARS).Conclusion: It was found that the most stressors were academic-related stressors. Women are generally more stressed than men in drive and desire related stressors. There were no different stress between medical students who live and not live with their parents.

Stress among Medical Students Presented with an EEG at Suranaree University of Technology, Thailand.

A high level of stress among medical students is perceived as stress caused by strenuous medical programs and medical school is an extremely stressful environment, to begin with. For this reason, identifying stressors facing medical students is expected to enhance medical school lecturers' understanding, leading to a provision of assistance for adequate supervision. The purposes of this study were to investigate stress levels in daily life and the electroencephalogram (EEG) characteristics during daily life and pre-examination period of 2nd-year medical students at Suranaree University of Technology (SUT), Thailand, and to compare the EEG characteristics between these two periods. Medical Student Stressor Questionnaire (MSSQ) was used as a research instrument to collect data from sixty medical students. After that, EEG was administered in two periods for these studies (in daily life (baseline) and pre-examination 1 week). Paired t-test was used for analyzing the difference in the EEG characteristics in the 2 periods. The results indicated that the stress levels among medical students were mild (3.33%), moderate (53.33%), and high (43.33%). Academic Related Stressor (ARS) was found to be the main cause of stress among the subjects. All had a beta wave in 2 periods. In conclusion, stress among medical students can alter brain function as measured by EEG. The findings could assist medical schools in better understanding medical students' stress levels and planning how to teach in order to improve student achievement.

Analysis of the stress level of resident physician education program specialist in Obstetrics and Gynecology Andalas University in 2020

Introduction:The Specialist Doctor Education Program (PPDS) is one of the academic education of general practitioners and is known as a resident doctor to become a specialist and is at the forefront ofhealth services. Resident doctors are expected to be flexible clinicians, educators, researchers, andadministrators by the end of their residency training. It often requires stressful hard work, and is oftenreported as a cause of burnout, anxiety, depression, anger, irritability, anxiety, sleep deprivation,fatigue, substance abuse, and psychosocial problems. One of the problems that often occurs with residents is long working hours. Based on the working hours regulation adopted in the UK since 1998, namely the European Working Time Directive (EWTD) and a policy change in 2007 and 2009 called The New Deal, the working hours of resident doctors to achieve optimal performance is 56 hours per week. In the initial survey of 10 PPDS Obgin Unand residents, network station residents still had to carry out their duties 24 hours a day for 1 month in the hospital. Except for applying for certain permits. If you add up, the average working hours in 1 week is more than 60 working hours. Objective: This study aims to determine the stress level of resident doctors in the Education Program of Obstetric and Gynecology Specialist, Andalas University in 2020Methods: This research is a quantitative study followed by qualitative method using an explanatory design. Data was taken using the triangulation method. The data was taken from questionnaires, Focus Group Discussion (FGD), and document review from Obstetric and Gynecology residents of all semester at Andalas University.Results: The highest stress level in the Obstetric and Gynecology residents of Andalas University in 2020 was 60.3% at moderate level, there was a relationship between stress levels with graduation and semester. The highest stress domain is ARS (Academic Related Stressor) and SRS (Social Related Stressor).Conclusion: the stress level in the Obstetric and Gynecology residents of Andalas University in 2020 is at a moderate level, and the highest stress domain is ARS (Academic Related Stressor) and SRS (Social Related Stressor).Keywords: Resident Doctor; Obstetric and Gynecology; stress