Well-being Of Medical Students Research Articles

Gender and Class-wise Comparison of Stressors and Perceived Levels of Depression, Anxiety and Stress among the 2nd Versus 5th Year Medical Students

Background: Medical profession is being dominated by female students, but little attention is being paid on making them emotionally and physically competent to match their corresponding gender with whom they have to work in parallel in the near future. Research is crucial in this area to identify their needs and provide solutions.
 Objectives: To identify female and male gender-related depression, anxiety and stress (DAS) among the undergraduate medical students enrolled in the second versus final year of University College of Medicine and Dentistry (UCMD), The University of Lahore (UOL) and highlight the intricate web of stressors that these medical students encounter.
 Method: A concurrent mixed method study was conducted on a random sample of 200 medical students of 2nd and 5th year with equal gender distribution. DASS21 scale was used to assess Depression, Anxiety and Stress. Qualitative and quantitative data were collected on Google forms. Quantitative data were analyzed descriptively and the qualitative data by manual thematic analysis
 Results: The 2nd year female students had significantly higher stress than their male counterparts. No statistically significant difference was appreciated within the 5th year gender wise though the females had relatively higher DASS levels. No significant difference on DASS21 was observed within the same gender between the two academic years. The female and male students reported fear of failure and less preparation time versus syllabus load as their major stressors respectively. 
 Conclusion: The study has identified the stressors that influence the wellbeing of medical students and presented their depression, anxiety and stress comparison with respect to their gender and seniority. It has indicated the need to empower females emotionally at the level of their upbringing to formative medical years. Furthermore, male students must learn to manage time and be responsible doctors.

Impact of COVID-19 on medical students well-being and psychological distress

Abstract Background: Mental well-being is important for medical students to perform effectively. The COVID-19 pandemic posed different stressors to medical students increasing their vulnerability to distress and impaired well-being. Aim: To assess the effect of the COVID-19 pandemic on the well-being of medical students and its relation with COVID-related psychological distress and fear as well as sleep quality. Materials and Methods: We planned a cross-sectional study on medical students with the help of an online Google Form including sociodemographic data, medical students well-being index (MSWBI), Psychological Distress Scale, fear of COVID-19 Scale (FCV-19S), and Pittsburgh Sleep Quality Index (PSQI). Results: 48.13% of students reported higher distress and impaired mental well-being. Impaired well-being is correlated with COVID-related psychological distress, fear of COVID-19, and disturbed sleep quality. Regression analysis showed that joint family and sleep disturbances significantly predicted distress or poor well-being in medical students. Conclusion: Almost half of the medical students revealed impaired mental well-being underlining the role of COVID-related stressors in worsening the psychological health of students. In this situation, it is important to take prompt measures to identify vulnerable students and help them.

Enhancing self-care education amongst medical students: a systematic scoping review

BackgroundReports of emotional, existential and moral distress amongst medical students witnessing death and suffering of patients during their clinical postings have raised awareness on the need for better psycho-emotional support during medical school. Furthermore, the stress experienced by medical students stemming from the rigours of their academic curriculum underlines the need for greater awareness on mental health issues and better self-care practices across medical training. With such programmes lacking in most medical schools, we propose a systematic scoping review (SSR) to map and address our research question, “what is known about self-care education interventions amongst medical students?”.MethodsWe adopted the Systematic Evidence-Based Approach to guide a systematic scoping review (SSR in SEBA) of relevant articles published between 1st January 2000 and 30th June 2023 in PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus databases. The included articles were independently and concurrently thematically and content analysed, with complementary categories and themes combined using the Jigsaw Approach. The domains created from the Funnelling Process framed the discussion.ResultsA total of 6128 abstracts were identified, 429 full-text articles evaluated, and 147 articles included. The 6 domains identified were definition, topics, pedagogy, influences, outcomes and assessment. Most interventions were promising, though peer-led mindfulness-based interventions showed most promise in enhancing engagement, positively impacting personal wellbeing, and improving patient care. Overall, however, self-care education was poorly recognized, adopted and integrated into curricula.ConclusionGreater dedicated time and conducive practice environments within medical school curricula is required to enhance medical student wellbeing. Host organizations must ensure faculty are appropriately selected to instil the importance of self-care, be trained to assess and personalize self-care interventions and provide longitudinal assessment and support. Further study into assessing self-care capabilities is required.

Medical student experiences of equality, diversity, and inclusion: content analysis of student feedback using Bronfenbrenner’s ecological systems theory

BackgroundIssues relating to equality, diversity, and inclusion (EDI) significantly impact on medical student achievement and wellbeing. Interventions have been introduced at curricular and organisational levels, yet progress in addressing these issues remains limited. Timely evaluation is needed to assess effectiveness of interventions, and to explore issues and interactions in learning environments impacting on student experience. We introduced an anonymous question concerning students’ experiences of EDI into routine online student feedback questionnaires, to scope the nature of ongoing issues and develop greater understanding of students’ experiences in our programme environment. Ecological systems theory, which conceptualizes learning as a function of complex social interactions, determined by characteristics of individual learners and their environment, provides a framework for understanding.MethodsFree-text responses regarding experiences of EDI gathered over 20 months from all programme years (n = 760) were pooled for analysis, providing a holistic overview of experiences in the learning environment. A counting exercise identified broad categories reported by students. Content analysis of the qualitative dataset was undertaken. Bronfenbrenner’s ecological systems theory was applied as a framework to demonstrate interdependencies between respondents’ experiences and environments, and associated impacts.ResultsThree hundred and seventy-six responses were received relating to wide-ranging EDI issues, most frequently gender or ethnicity. Responses mapped onto all areas of the ecological systems model, with frequent links between subsystems, indicating considerable complexity and interdependencies. Interpersonal interactions and associated impacts like exclusion were frequently discussed. Differential experiences of EDI-related issues in medical school compared to clinical settings were reported. Impacts of institutional leadership and wider societal norms were considered by respondents. Respondents discussed their need for awareness of EDI with reference to future professional practice.ConclusionsImplementation of a regular free-text evaluation question allowed data-gathering across cohorts and throughout several stages of the curriculum, illuminating student experience. Connections established demonstrated intersectionality, and how environment and other factors interact, impacting on student experiences. Students experience EDI-related issues on multiple levels within the educational environment, with consequent impacts on learning. Any successful approach towards tackling issues and promoting equity of opportunity for all requires multi-level actions and widespread culture change. Students can offer fresh and distinct perspectives regarding change needed, to complement and diversify perspectives provided by staff and organisational leadership. Student voice should be enabled to shape change.

Prevalência e fatores preditores do ‘Fear of Missing Out’ entre acadêmicos de Medicina durante a pandemia da Covid-19

ABSTRACT Introduction: The indiscriminate use of social networks is closely related to social anxiety, including Fear of Missing Out (FoMO), an expression in English that means the “fear of being left out”. This phenomenon is defined as a lasting apprehension that others may be having rewarding experiences from which the user is absent, and FoMO can be intensified in specific situations, such as during the Covid-19 pandemic. Objective: This study aimed to evaluate the prevalence and predictive factors of Fear Of Missing Out among medical students from a federal public university in the Legal Amazon during the Covid-19 pandemic. Method: This is an analytical study, with a cross-sectional design and a quantitative approach. The data were obtained through an online questionnaire, made available to study participants through Google forms®, which addressed sociodemographic, economic, academic characteristics, lifestyle habits and health status. To assess FoMO, the Fear of Missing Out Scale was applied. For the statistical analysis, multivariate analysis was performed, and the crude and adjusted prevalence ratios (PR) and the 95% confidence interval (95%CI) were calculated, with the significance level of 5% (p<0.05) being adopted for the final adjusted model. Results: 185 students participated in the study, with 42.2% of respondents having FoMO during the Covid-19 pandemic. The predictive factors of FoMO included residing in student housing [PR 1.66 (95%CI 1.03 - 2.54); p = 0.037] and presence of symptoms of depression during the Covid-19 pandemic [PR 2.03 (95%CI 1.27 - 3.25); p = 0.003]. Conclusion: The prevalence of FoMO among medical students from the assessed institution was high, and sociodemographic factors and health status remained associated with the investigated outcome. These findings indicate the need to implement emotional support strategies and promote the health and well-being of medical students, contributing to a more holistic and healthy approach in the training of future medical professionals, especially in public universities.

Effects of grit on medical students' wellbeing during clerkships: a longitudinal observational cohort study.

In medical education, the clerkship phase is a demanding period during which medical students learn to navigate the responsibilities of medical school and clinical medicine. Grit, a personal quality regarded as a non-cognitive trait, refers to perseverance and passion; specifically, it represents the ability to endure hardship and work industriously toward a goal. Most studies analysed grit as a single concept and few studies have investigated the effect of grit on the well-being of medical students through the whole-specialty training (i.e. surgical and non-surgical specialty rotations) required in clinical clerkships. Therefore, this study investigated whether associations exist between medical students' grit, measured by the two subconstructs of perseverance and passion, and their well-being during clerkships in surgical and non-surgical specialty units. This one-year prospective web-based questionnaire study enrolled fifth-year medical students at a tertiary medical centre in central Taiwan between September 2017 and July 2018 in their first-year clerkship. The students' sex, age, and grit were measured at the start of their clerkship. Routine surveys were conducted over one year to assess burnout and compassion satisfaction for students' well-being, and the training specialty characteristics of the surgical and non-surgical specialty departments were recorded. This study included 92 medical students and 1,055 survey responses from individual specialty rotations. Descriptive, univariate and multivariate analyses were performed. Our results revealed that medical students' perseverance, as part of grit, was related to lower burnout and higher compassion satisfaction during clerkships, but not the subconstruct of passion. Moreover, the positive trait of perseverance measured in our study had greater explanatory power for compassion satisfaction than for burnout. Furthermore, the results revealed that older medical students suffered from less burnout than their younger counterparts, and that male medical students expressed higher compassion satisfaction than their female counterparts. Perseverance, as a subconstruct of grit, is a positive personal quality for medical students' clerkships, and methods driving the cultivation of perseverance in medical education should be considered. In addition, even though positive traits such as perseverance equipped medical students for compassion satisfaction, additional factors attributed to medical students' burnout must be identified.

Insights into values and emotional wellbeing of medical students in the United Arab Emirates: a cross-sectional study.

To describe the difference in values among medical students from a first-year student' and final year student' perspective. In addition, it is designed to report associations and trends between personal values and overall emotional states. This is an analytical cross-sectional study that involved disseminating an online survey via email to first and final year students at the College of Medicine in Mohammed Bin Rashid University (MBRU) in Dubai, United Arab Emirates in December of 2023. The survey encompassed queries on demographics, the Life Values Inventory (LVI) and the Positive and Negative Affect Schedule (PANAS). The survey was completed by 84 students. About half of the participants were final year medical students (45/84; 53.6%) with the majority being females (70/84; 83.3%). Positive emotions were positively correlated to various life values, including belonging, scientific understanding, responsibility, and achievement (p < 0.05). When comparing academic years, the scores of the life value of Achievement showed a significant correlation (p = 0.04), with first-year students' mean (SD) of 12 (2) out of 15 compared to 11 (3) out of 15 for final-year students. Positive Emotions also exhibited a significant correlation (p = 0.006), with first-year students' mean (SD) 40 (5) out of 50 compared to 36 (7) out of 50 for final-year students. This study adds to medical education research by exploring values and emotions, shedding light on factors shaping students' professional identities. Understanding these dynamics can aid in supporting future healthcare providers and by extension the patients for whom they care.

The prevalence of burnout among medical students at Taif University, Saudi Arabia

Background: Burnout is a significant concern among medical students worldwide, impacting individual well-being and educational outcomes. This study aims to assess the prevalence and associated factors of burnout among medical undergraduate students. Methods: A cross-sectional study design was employed, utilizing online surveys primarily the Maslach Burnout Inventory. The study included 331 medical students. Data included demographic characteristics and university year, as well as burnout parameters [emotional exhaustion (EE), depersonalization, and personal achievement (PA)]. Results: The study revealed diverse demographic characteristics, with a majority of participants showing a 20-22 age range (47.7%) and a predominantly female gender representation (65.9%). Significant correlations were found between age and EE (r = 0.120, p = 0.029) and PA (r = 0.147, p = 0.007), suggesting an increase in EE with age but a positive impact on PA. Gender disparities were observed in EE, with females exhibiting a higher prevalence of moderate EE (42.7%) compared to males (39.8%, p = 0.045). University year correlated significantly with EE (r = 0.131, p = 0.017) and PA (r = 0.161, p = 0.003), indicating higher burnout levels and PA as students progressed through their academic journey. Conclusion: This study provides valuable insights into the prevalence and correlates of burnout among medical students at Taif University. The identified associations with age, gender, and university year contribute to the understanding of burnout dynamics in this specific context. Tailored interventions, especially for first-year students and addressing gender disparities, are crucial for mitigating burnout and promoting the well-being of medical students in Saudi Arabia.

Quality of life in Brazilian medical students: a systematic review and meta-analysis.

Medical training negatively impacts the quality of life of students. Assessing the well-being of medical students could guide academic policies and future research for improving the mental and physical health status of the population at risk. This study aimed to identify the influence of medical training on the quality of life of Brazilian medical students. A systematic review and meta-analysis was conducted according to the Cochrane criteria and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol (PRISMA). The search was performed by two independent investigators using a predefined protocol registered on the PROSPERO database (CRD42021237926). Data were extracted from PubMed, Embase, and Biblioteca Virtual de Saúde (BVS). For quantitative synthesis, a meta-analysis was conducted to assess the mean difference in the quality of life between medical students at different stages in the academic cycle, stratified by sex. All data were analyzed using the random-effects model, with a confidence interval of 95% (95%CI). After evaluating the eligibility criteria, five studies were included in the meta-analysis. The data revealed that students in the pre-clinical cycle of the course exhibited higher quality of life scores in the physical (3.05 [1.48-4.62], p < 0.0001) and psychological (3.05 [0.80-5.30], p < 0.0001) domains than students in the clerkship cycle. No statistically significant differences were observed in the environmental (0.78 [-2.92-4.49], p = 0.68) or social domains (1.41 [-0.52-3.34], p = 0.15). Our analysis revealed that the medical course is associated with decreased quality of life of medical students in the physical and psychological domains. This finding was observed in both men and women. However, these findings should be interpreted with caution given the study limitations. Registration number PROSPERO, CRD42021237926.

Should we be concerned? A qualitative study of educators’ perceptions of medical student wellbeing in domestic violence training

Introduction Domestic violence (DV) is common in the Australian community so it is likely that there will be medical students who are affected personally by DV. Some of these students may find DV training confronting or even re-traumatising. A trauma-informed medical education (TIME) framework utilising trauma-informed care principles may minimise this risk to students. We aimed to explore educators’ perceptions of student well-being in Australian medical school DV training. Method This descriptive qualitative study interviewed 13 educators with experience teaching DV in Australian medical schools using an interpretivist methodology and a TIME framework. Interview data was thematically analysed to identify themes. Results Four key themes included (1) educators thrown in at the deep end; (2) keeping students emotionally safe; (3) a trauma-informed learning environment and; (4) challenges of student DV disclosures. Few of the participants had received training in DV. Educators used methods such as trigger warnings and ground rules to improve student’s emotional safety. Experienced educators dealt with disclosures of DV by students which led to role confusion. Discussion There is a need for increased training of medical educators that includes awareness and implementation of TIME principles when training medical students in DV as well as increased supports and resources for educators.

Well-Being, Mental Health, and Study Characteristics of Medical Students before and during the Pandemic.

Medical students report high demands, stressors, pressure to perform, and a lack of resources, and are therefore at a higher risk for mental strain and burnout. Due to the COVID-19 pandemic, study conditions have changed, and new challenges have emerged. Thus, this study aimed to examine medical students' well-being, mental health, and study characteristics before and during the pandemic. Data from 988 Austrian medical students were included into the cross-sectional comparisons, and 63 students were included into the longitudinal analyses (variance analyses/t-tests or appropriate non-parametric tests). Well-being before and during the pandemic did not differ significantly but the peri-pandemic cohort reported higher study satisfaction, more social support from lecturers, and less emotional exhaustion, cognitive demands, and stressors (information problems, organizational stressors, work overload). Longitudinally, work overload was also perceived to be higher before the pandemic; however, study satisfaction was lower. During the pandemic, approximately every seventh student exceeded the cut-off value for generalized anxiety disorder, and approximately every tenth student exceeded the cut-off value for major depression. These unexpected peri-pandemic results concerning constant high well-being, study satisfaction, and the perception of conditions may be based on response shift effects that require further exploration. The scores exceeding the reasonable cut-point for identifying probable cases of generalized anxiety disorder and depression may reflect medical students' needs, calling for an in-depth analysis if further health promotion is necessary.

Impact of USMLE Step 1 Transition to Pass/Fail Scoring System on Medical Students' Anxiety, Sleep Quality, and Burnout

BACKGROUND: Originally designed to evaluate the application of foundational scientific knowledge in clinical contexts, the United States Medical License Exam Step 1 evolved into a comparative tool for assessing candidates' educational foundations. This transition heightened the pressure on medical students to excel in the exam. In response, collaborative efforts involving the National Board of Medical Examiners prompted a significant change from reporting scores to a pass/fail system. However, the true impact of this shift remains insufficiently explored. This study aims to assess the emotional toll - encompassing burnout, anxiety, depression, and sleep quality - experienced prior to taking the Step 1 exam. Additionally, it aims to uncover potential gender-based disparities in perceived stress, anxiety, and depression. METHODS: The study encompasses the entirety of third-year medical students at Drexel University College of Medicine, who were invited to participate in a comprehensive survey. Drawing from retrospection, the survey relies on self-reported data regarding anxiety, depression, sleep quality index, and burnout levels. Data compilation was anonymized and executed through the Qualtrics platform. RESULTS: A total of 102 medical students completed the survey, with a 97% pass rate for the USMLE Step 1. Despite their excellent performance, 75% of students reported inadequate sleep quality, and 68% exhibited mild to moderate anxiety levels. Among them, a higher percentage of females (83%) experienced mild to moderate anxiety compared to their male counterparts (50%). Furthermore, 66% of students felt that their commitment to education exceeded what was reasonable for their well-being. CONCLUSION: The transition from traditional scoring to a pass/fail system was ostensibly intended to enhance the mental well-being of medical students. Nevertheless, our findings underscore that students continue to grapple with heightened levels of stress, anxiety, and burnout during the pivotal month leading up to the Step 1 examination.

Distant Mentorship Programs: a Solution to the Restoring Overall Well-Being of Medical Students During Global Health and Climate Crisis.

Distant Mentorship Programs: a Solution to the Restoring Overall Well-Being of Medical Students During Global Health and Climate Crisis.

Tōku Oranga: the subjective wellbeing and psychological functioning of postgraduate and medical students in Ōtautahi Christchurch.

Postgraduate and medical students are at risk of psychological distress and burnout, which can cause significant functional and occupational impairment. We aimed to report subjective wellbeing, psychological distress and burnout in postgraduate and medical students in Ōtautahi Christchurch, Aotearoa (New Zealand), and identify any associations between participant and course information and outcome measures including exposure to major earthquakes in 2010/2011 and the 2019 terrorist attack. A self-report online survey was completed by 140 students between November 2019 and March 2020. Life satisfaction, psychological distress and burnout were primary outcomes. Data were analysed using univariate and multivariable analysis. High levels of psychological distress were present in both student groups. Burnout was reported by 78% of respondents. There were no significant associations found between exposure to the Christchurch earthquakes or terrorist attack with primary outcomes. Personality factors, resilience and perceived support and success were weakly associated with wellbeing, distress and burnout. Postgraduates and medical students reported high levels of psychological distress and burnout. The earthquakes and terrorist attack do not appear to be associated with negative effects in these cohorts. Personality and resilience characteristics may assist in predicting students at risk of morbidity and evaluating potentially relevant interventions.

Comment on "Emotional Intelligence and Resilience 'PROGRAM' Improves Wellbeing and Stress Management Skills in Preclinical Medical Students" [Letter

Comment on "Emotional Intelligence and Resilience 'PROGRAM' Improves Wellbeing and Stress Management Skills in Preclinical Medical Students" [Letter

Relationship Of Burnout with Screen Time In Under Graduate Medical Students

Introduction: Burnout, in the context of medical education, is a state of physical, emotional, and mental exhaustion, often accompanied by a diminished sense of personal accomplishment. Burnout may adversely affect the well-being and motivation of medical students consequently resulting in compromised academic performance.&#x0D; Aim and Objectives: The present study aims to explore the correlation of screen time with burnout and its subtypes including overload, neglect and lack of development.&#x0D; Place and Duration of Study: The present cross-sectional study was conducted at Shifa College of Medicine from September 2019-February 2021.&#x0D; Material &amp; Methods: The present study included a total of 284 students from the first year to the final year using convenience purposive sampling. The students who provided written informed consent were enrolled in the study.These participants completed a structured questionnaire, which included various demographic variables and information regarding students' screen time, specifically for academic purposes and leisure activities. To evaluate burnout, the study utilized the "Burnout Clinical Subtype Questionnaire" (BCSQ), which has been adapted for student use (BCSQ-12- SS).The data was entered &amp; analyzed using SPSS version 23, a p-value of ?0.05 was considered significant.&#x0D; Results: The mean age of participants of the study was 20.56±1.73 years. The correlation analysis showed a significant correlation of neglect, lack of development and total burnout score with screen time for non-educational purposes in medical students with a p-value of 0.022, 0.009 and 0.009 respectively. Screen time for educational purposes hada significant correlation with the overload domain of burnout; r=0.157 (p=0.039). Students with self-perception of bad health had a significant correlation of screen time for non-educational purposes with total burnout score; r=0.234(p=0.04). Scores of total burnout and subtypes of overload, neglect and lack of development were significantly lower in students with self-perception of good health.&#x0D; Conclusion: The present study reveals a significant correlation between screen time among medical students and burnout, highlighting the potential impact on both physical and mental health.

The Impact of Social Media on the Physical and Mental Well-Being of Medical Students During the COVID-19 Pandemic.

COVID-19 pandemic has increased social media engagement globally. This study examined the correlation between social media use and physical/mental health among university students, considering gender and academic year. Out of 146 responses, 119 were analyzed after excluding participants with pre-existing psychological conditions. Results showed a significant correlation between social media use and mental health for all participants (correlation coefficient = 0.30, p < 0.001), indicating a negative impact on mental health with increased use. Gender-specific analysis revealed a non-significant correlation among males (p = 0.21), while females exhibited a significant correlation (correlation coefficient = 0.32, p = 0.01), suggesting an adverse effect on their mental health. Regarding physical health, females displayed an even higher correlation (correlation coefficient = 0.40, p < 0.001), highlighting the negative influence of social media on their physical well-being. Conversely, no significant correlation was observed among males. Analyzing by academic year, both pre-clerkship and clerkship students showed a significant correlation between social media use and mental health (correlation coefficients of 0.26, p = 0.01, and 0.42, p = 0.03, respectively). Similarly, a significant correlation was found between social media use and physical health among pre-clerkship students (correlation coefficient = 0.34, p = 0.001), but not among clerkship students. In conclusion, this study provides evidence of the adverse impact of social media use on physical and mental health among university students, particularly among females and across different academic years. These findings underscore the importance of promoting healthy social media habits and raising awareness about the potential negative effects on well-being.

Correlation of heart healthy lifestyle parameters to blood pressure and obesity: A cross sectional study in medical students

Abstract Background Incidence of premature cardiovascular (CV) deaths in medical practitioners is increasing. Stress and emotional status have the potential to initiate premature CV disease. Rigors of medical course can worsen the stress and emotional wellbeing of medical students(MS), particularly as they move from preclinical to clinical years. Purpose To evaluate the heart healthy lifestyle (HHL) of MS and identify their correlation with two CV risk factors- obesity and high blood pressure (BP). To compare the differences between pre/para clinical students (PCS) and clinical students (CS) in HHL. Methods All undergraduate MS of a medical college from low-and middle-income country in south Asia during 2017-2018 were eligible for inclusion. The study had Institutional ethics committee approval and participation was voluntary. Height, weight, waist and hip circumference and blood pressure were measured using standard methods. Lifestyle habits, psychological status, stress levels and attitude towards CV health were collected using a specially designed questionnaire. Each participant was assigned pre-defined scores on five areas- physical activity, dietary habits, emotional status, psychological status and attitude towards lifestyle counselling all of whom sum up to give a total heart healthy lifestyle score(HHLS). Results 824 MS (394[47.8%] CS and 430[52.2%] PCS) participated in the study. The HHLS had significant negative correlation with body mass index (BMI) and systolic blood pressure (BP). (Figure-1 and 2a). Physical activity, emotional status, social media screen time and sleep had significant negative correlation with BMI (Figure 2a). The proportion of CS and PCS with abnormal BMI, waist hip ratio (WHR) and BP were similar. The attitude towards HHL counselling and willingness to implement when needed (57.3% vs 47.7%; P&amp;lt;0.001) was better in CS compared to PCS. However higher proportion of CS had low self-esteem (78.5% vs 68.9%; P=0.002) and suicidal thoughts (18.7% vs 12.4%; P=0.03) compared to PCS. Further the scores for emotional and psychological health were lower in CS (Figure-2b) 29.4% of MS recorded high levels of stress in daily life, which however was similar between CS and PCS. Academic performance (41.2%) was the most common reason cited for stress followed by health(19.2%), relationships (17.4%) and finances (14.8%). Teachers (4.5%) and parents (5.9%) were less likely to be causes of stress. Conclusion The unhealthy lifestyle habits in MS, significantly correlated with BMI and SBP. Higher proportion of CS experience lack of self-worth and suicidal thoughts. One third of MS experience high levels of stress in daily life. Cardiovascular health education and training and emotional support to MS have to be started early in medical students, in order to have healthy medical practitioners serving the society.

Examining the Effect of Virtual Learning on Canadian Pre-Clerkship Medical Student Well-Being During the COVID-19 Pandemic

Introduction: The restrictions of the COVID-19 pandemic resulted in the broad and abrupt incorporation of virtual/online learning into medical school curricula. While current literature explores the effectiveness and economic advantages of virtual curricula, robust literature surrounding the effect of virtual learning on medical student well-being is needed. This study aims to explore the effects of a predominantly virtual curriculum on pre-clerkship medical student well-being. Methods: This study followed a constructivist grounded theory approach. During the 2020-2021 and 2021-2022 academic years, students in pre-clerkship medical studies at Western University in Canada were interviewed by medical student researchers over Zoom. Data was analyzed iteratively using constant comparison. Results: We found that students experiencing virtual learning faced two key challenges: 1) virtual learning may be associated with an increased sense of social isolation, negatively affecting wellbeing, 2) virtual learning may impede or delay the development of trainees’ professional identity. With time, however, we found that many students were able to adapt by using protective coping strategies that enabled them to appreciate positive elements of online learning, such as its flexibility. Discussion: When incorporating virtual learning into medical education, curriculum developers should prioritize optimizing existing and creating new ways for students to interact with both peers and faculty to strengthen medical student identity and combat feelings of social isolation.

Emotional Intelligence and Resilience "PROGRAM" Improves Wellbeing and Stress Management Skills in Preclinical Medical Students.

The purpose of this study was to determine if implementation of a new educational curriculum focusing on Emotional Intelligence (EI) and Resilience improved second year medical student scores in these areas. Our EI-Resilience curriculum was offered as an elective for second year medical students to voluntarily enroll in. The elective consisted of six 2-hour sessions taught by a single faculty member over eight months. Sessions focused on development of EI skills and teaching a Resilience "PROGRAM" (Positive thinking, Reframing, Optimism, Gratitude, Reflection, Altruism, Meaning). Participants' EI levels were assessed before and after the elective using the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). Over a period of 2 years, 70 students participated in the elective. The overall mean EI score significantly improved after the educational elective (100.05 ± 12.94 versus 108.14 ±12.36, p < 0.001). Compared to the baseline scores, there was significant improvement in all EI components, including all five composite scales, all fifteen content subscales, and the well-being score (all p < 0.05). In a post-intervention survey assessing student perception of the elective, most students found the elective to be helpful (95%, 64/67), most students felt the elective should continue to be available for future students (95%, 64/67), and most would recommend the elective to other students (93%, 62/67). An EI-Resilience curriculum offered as an elective to second year medical students was well received by students. Our outcomes showed significant improvement in students' EI scores and all sub-scores, including all components of the stress management composite and well-being score. Teaching EI skills and Resilience strategies in the preclinical setting might be an opportune time for this type of educational intervention.