Well-being Of Medical Students Research Articles

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.
 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.
 Place and Duration of Study: The present cross-sectional study was conducted at Shifa College of Medicine from September 2019-February 2021.
 Material & 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 & analyzed using SPSS version 23, a p-value of ?0.05 was considered significant.
 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.
 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.

Is the Consumption of Added Sugar from Common Beverages Associated with the Presence of Attention Deficit Hyperactivity Disorder Symptoms in Thai Medical Students?

Attention deficit hyperactivity disorder (ADHD) significantly affects the well-being of medical students in various aspects. Sugar-sweetened beverages (SSBs) pose a potential risk of ADHD. Our study aimed to determine the prevalence of ADHD symptoms and the association between consumption of added sugar in common beverages and ADHD symptoms in Thai medical students. An online cross-sectional survey was conducted among medical students at Chiang Mai University from May 2022 to April 2023. The consumption of added sugar from common beverages in Thailand was assessed using the Thai Adolescence Sugar Sweetened Beverage Intake (THASSI) questionnaire. An Adult ADHD Self-Report Scale (ASRS) score ≥ 3 identified the presence of ADHD symptoms. Multivariable logistic regression was used for the analysis. Of 441 participants, 29.9% had ADHD symptoms. Daily consumption of added sugar from beverages higher than 25 g/day showed an increased risk of ADHD symptoms (adjusted odds ratio (OR) 1.80, 95%CI 1.15 to 2.84, p = 0.011). The same trend was observed when using the sex-specific cutoff points (adjusted OR 1.73, 95%CI 1.10 to 2.73, p = 0.018). Higher consumption of added sugar from beverages may increase the risk of ADHD symptoms in Thai medical students. This finding supports the implementation of health policies that promote healthy consumption behaviors among medical students.

Well-being and Burnout among Pre-clinical Medical Students in a Caribbean Medical School

Evaluate well-being and burnout among preclinical medical students in a Caribbean medical school and identify the associated factors. It was a questionnaire-based, cross-sectional study which was conducted among preclinical medical students of Trinity Medical Sciences University (TMSU), Saint Vincent &amp; the Grenadines. Medical Student Well-Being Index and Maslach Burnout Inventory-Student Survey were used. The total number of participants who gave informed consent was 82. For statisti­cal analyses, internal consistency of the instruments was tested by Cronbach’s alpha. The Student t-test, Fisher’s exact test, Pearson correlation and multivariate regression model were used. The analysis of well-being index(WBI-MS) showed that during the past month 78% of participants experienced burnout due to emotional exhaustion and 61% due to depersonalization, 63.4% felt depression, 19.5% experienced fatigue, 65.9% suffered from stress. The significant association was found between well-being index, credit hours allotted for the semester, and depersonalization/cynicism. Also there was significant negative correlation among academic efficacy and cynicism. The analysis also showed that once a week or more often 58.5 % of participants experienced emotional exhaustion, 34.2% depersonalization and 26.8% low professional efficacy. But the level (severity) of emotional exhaustion was less in comparison with depersonalization score. Our study revealed that 65.9% of participants had a low well-being index and high level of burnout with very increased score of cynicism, which negatively affected their academic efficacy. The possible causes of the obtained results were identified and necessary strategies will be implemented to improve the outcomes.

COVID-19 pandemisinde tıp fakültesi öğrencilerinin iyilik hali; karma yöntem tasarımı

Introduction and Aim: The COVID-19 pandemic had many effects on the undergraduate medical education. The aim of our study was to determine the well-being of undergraduate medical students during pandemic, and to make future implications for institutions to support their medical students’ well-being. Methods: This is a mixed-method study. The population of the research consists of from 1st to 5th year medical students. The research process was carried out in 3 steps, which are respectively: ‘focus group interviews’ via Zoom with a group of 6-8 volunteer students from each year; the formation of ‘Student Information Form’ based on content analysis of focus group interviews; online application of ‘Student Information Form (SIF)’ and ‘Wellness Star Scale (WSS)’ to volunteer students. Results: The mean scores of the WSS sub-dimensions were: Intellectual = 8.5 (¯X_ND); Spiritual = 7.5 (¯X_ND); Physical = 5.8 (¯X_ND); Social = 7.7 (¯X_ND); Emotional = 6.6 (¯X_ND). A significant difference in favor of positive emotions was observed between the well-being spiritual score average of the students in the negative emotions group and the positive emotions group [p &lt; 0.05]. A significant difference was found in favor of men between the female and male students’ well-being intellectual point average [p &lt; 0.05]. The themes of emotions, learning process, well-being, difficulties and problems, achievements, coping methods, career planning, and suggestions emerged from qualitative data. Conclusion: Among the ways of coping with the pandemic, healthy lifestyle behaviors such as nutrition and physical activity seem to come to the fore. Among the difficulties brought by the pandemic, “health concerns” were more due to the ignorance/inadequacy of preventive and therapeutic health services, especially in the early stages of the pandemic, and continued due to uncertainties after vaccination. Medical faculties should offer solutions that will ensure the continuity of social interaction and the preservation of the learning climate, which is interrupted in pandemic and similar situations.

Predictors of Depression and Anxiety among Medical Students.

Medical undergraduates are more prone to emotional distress in comparison to the general population and non-medical undergraduates. This study aimed to identify the prevalence and factors associated with depression and anxiety symptoms among undergraduate medical students. A cross-sectional study was conducted among 204 medical students in a medical institute in Kathmandu. Depression, Anxiety and Stress Scale-42 was used to identify the prevalence of depression and anxiety symptoms. The data were analyzed using multivariable logistic regression models. The prevalence of depression and anxiety symptoms was 30.9% and 38.7% respectively. Depression symptoms were more likely to be prevalent among fourth and fifth-year students, with an adjusted odds ratio (aOR 1.96, 95% CI: 1.03-3.75) compared to second and third-year students, and those who failed in the last academic examination (aOR 2.55, 95% CI: 1.28-5.09). Anxiety symptoms were more prevalent among male students (aOR 2.11, 95% CI: 1.04-4.27), those who were from the relatively less advantaged ethnic group (aOR 2.08, 95% CI: 1.04-4.16) and those who stayed outside the dormitory (aOR 2.90, 95% CI: 1.46-5.78). The prevalence of depression and anxiety symptoms among medical students was high. Psychological support is needed to ensure the mental well-being of medical students.

Impact of the USMLE Step 1 and COMLEX Level 1 transition to Pass/Fail on osteopathic medical student stress levels and board preparation.

The United States Medical Licensing Examination (USMLE) Step 1 and Comprehensive Osteopathic Medical Licensing Exam (COMLEX) Level 1 transitioned from a numeric scoring system to a Pass/Fail designation in 2022. This transition intended to decrease stress, improve medical student well-being, and encourage residency program directors to emphasize other aspects of residency applications. Pass/Fail score transitions in the undergraduate medical education curriculum have improved medical student psychological well-being and satisfaction; whether these same benefits translate to the board examination period is unknown. The objectives of this study are to assess the impact of USMLE Step 1 and COMLEX Level 1 grade scaletransition on medical student stress, wellness, board preparation decisions, and future residency selection processes. Investigators hypothesized that students under the Pass/Fail designation would experience less stress during the intensive study period leading up to USMLE Step 1 andCOMLEX Level 1 and devote more time to other aspects oftheir residency applications. To examine the impact on osteopathic medical student (OMS) stress and approach to board preparation, two surveys were administered to Rocky Vista University College of Osteopathic Medicine (RVU-COM) students before (Class of 2023) and after (Class of 2024) the transition to a Pass/Fail designation. All students within the RVU-COM Classes of 2023 and 2024 were invited to participate. The Cohen Perceived Stress Scale (PSS-10) was administered at the beginning of the focused board study period in May 2021 and 2022 to the Class of 2023 and 2024, respectively. The investigator-designed Licensing Exam Questionnaire (LEQ), meant to capture board preparation patterns, residency application perspectives, and wellness during examination preparation, was administered immediately after the board examination deadline in July 2021 and 2022 to the Class of2023 and 2024, respectively. Statistical analysis included theuse of independent t tests (numeric variables) and chi-square tests (categorical data). This project was considered exempt from full Institutional Review Board review. Approximately one-third of the Class of 2023 (PSS-10: n=86; LEQ: n=93) and 2024 (PSS-10=89; LEQ: n=92) responded. No difference was detected in mean PSS-10 score, 20.14 (SD=7.3) compared to 19.92 (SD=6.56) for the Class of2023 and 2024 (p=0.84), respectively. The Class of 2023 reported more weeks studying (mean 6.27weeks, SD=0.79) vs.the Class of 2024 (mean 5.44weeks, SD=0.007), p<0.001, more practice examinations taken X 2 (1, n=182)=13.75, p<0.001, and a greater proportion scheduled examinations after June 20 X 2 (1, n=182)=29.01, p<0.001. No difference existed in hours studying per day, sequence of Step 1/Level 1, time between examinations, money spent, or type of study resources utilized. The transition of USMLE Step 1 and COMLEX Level 1 to a Pass/Fail designation did not reduce stress for OMSs at a single, multicampus COM. Respondents, however, altered board preparation practices in meaningful ways. Asstudent behaviors and board-study patterns emerge, these insights must be connected to outcomes in the future.

Is Medical Student Well-being Related to the Overall “Happiness” of a Country?

Previous research has repeatedly shown poor mental health, high rates of substance misuse, and burnout in medical students across many countries. The annual World Happiness Report provides insight into how “happy” countries are and how happiness is measured. Our review aims to identify whether whole population “happiness” across different countries correlates with data looking specifically at burnout in medical students. We found a moderate negative correlation between medical student burnout (disengagement type) and population average life evaluations. There appears, therefore, to be some association between rates of medical student burnout in a country and the overall population average life evaluations. The overall happiness of a country obviously reflects on the whole population, but medical students are, especially under pressure and subject to unusual stressors. In this study, we note various factors which may need further exploration in future studies.

Utilization of Over-the-Counter Painkillers Among Medical Students During Academic Examinations.

The utilization of over-the-counter (OTC) painkillers among medical students during academic exams has raised concerns about health risks and potential implications, including substance abuse and academic performance. This cross-sectional study aimed to estimate the prevalence of OTC painkiller utilization among medical students at Alfaisal University during academic exams. Additionally, the study explored and identified the factors that influenced the patterns of OTC painkiller utilization among these students. The study was conducted from January to May 2023, following approval from the Institutional Review Board. The research involved surveying medical students of different genders, nationalities, and academic years during examination periods. Out of 1,500 medical students, 194 participated, resulting in a response rate of approximately 13%. The study results revealed that 50.5% of medical students used OTC painkillers during exams. While there were no significant variations based on gender or nationality, the prevalence of OTC painkiller utilization varied significantly across academic years. During exam periods, the primary reason reported for using OTC painkillers was pain management. Additionally, some students mentioned using OTC painkillers to seek relaxation, improve sleep, enhance concentration, and stay alert. These insights shed light on the coping strategies practiced by students during high-stress academic periods. Most participants demonstrated familiarity with the guidelines for safe OTC painkiller utilization. Although the majority used painkillers infrequently or as needed, a subgroup reported increased utilization during exams. This finding highlights the importance of continuous monitoring and health education initiatives to prevent or address potential OTC painkiller abuse among medical students during exam periods. Ensuring the well-being of medical students is a priority, and appropriate measures should be employed to address any emerging concerns related to substance abuse. By addressing these issues proactively, educational institutions can promote a healthier academic environment during exam periods.

Effects of coaching on medical student well-being and distress: a systematic review protocol

IntroductionMedical students experience higher rates of distress and burnout compared with their age-similar peers overall. Coaching has been proposed as one means of combating distress and burnout within the medical...

Measuring wellbeing: A scoping review of metrics and studies measuring medical student wellbeing across multiple timepoints

Purpose Studies have demonstrated poor mental health in medical students. However, there is wide variation in study design and metric use, impairing comparability. The authors aimed to examine the metrics and methods used to measure medical student wellbeing across multiple timepoints and identify where guidance is necessary. Methods Five databases were searched between May and June 2021 for studies using survey-based metrics among medical students at multiple timepoints. Screening and data extraction were done independently by two reviewers. Data regarding the manuscript, methodology, and metrics were analyzed. Results 221 studies were included, with 109 observational and 112 interventional studies. There were limited studies (15.4%) focused on clinical students. Stress management interventions were the most common (40.2%). Few (3.57%) interventional studies followed participants longer than 12 months, and 38.4% had no control group. There were 140 unique metrics measuring 13 constructs. 52.1% of metrics were used only once. Conclusions Unique guidance is needed to address gaps in study design as well as unique challenges surrounding medical student wellbeing surveys. Metric use is highly variable and future research is necessary to identify metrics specifically validated in medical student samples that reflect the diversity of today’s students.

Lessons for Medical and Health Education Learned from the COVID-19 Pandemic.

Our paper analyzes lessons for medical education and health education stemming from the experience gained in the course of the COVID-19 pandemic. Moreover, it tackles the issue of the social health and psychological wellbeing of medical students involved in online education during the COVID-19 pandemic. The paper systematizes up-to-date data on how medical schools and universities have adapted to the conditions of the COVID-19 pandemic and implemented novel effective solutions for the learning process, such as transitioning from traditional in-person classes to online learning, incorporating virtual simulations and telemedicine experiences for clinical training, and collaborating with health authorities to provide support in testing and contact tracing efforts. The paper contains an analysis of various aspects of medical education, such as the changes in practical classes, the impact of the pandemic on the formation of communication skills, methods for assessing students' knowledge and skills, and many others. It also considers case studies related to the implementation of educational programs, methodologies, and novel digital technologies in a pandemic. Additionally, the paper features an empirical study that is based on the results of our own survey that was carried out with the help of a snowball convenient sampling that involved 710 medical students between 19 and 25 years of age (56% females and 44% males) from 4 Russian regions (Moscow, Krasnodar, Kazan, and Saint Petersburg). We applied the correlation between stress scores, anxiety scores, factors of stress, and strategies for coping with stress and various economic and demographic variables (age, environment, and gender) that were analyzed using the chi-square test. Our results demonstrate that over 85% of the students in our sample yielded an above-average vulnerability to stress due to the COVID-19 restrictions. At the same time, around 61% of the students experienced severe anxiety during online education in the COVID-19 pandemic. The important factors leading to stress and anxiety were the fear of getting infected and social distancing, and the best strategy to deal with stress and increase wellbeing was self-control. Through a comprehensive review of the literature and empirical estimations, our paper identifies key areas of improvement, including curriculum adaptation, technology integration, faculty development, student support, and interprofessional collaboration. The proposed recommendations aim at strengthening medical education systems and preparing healthcare professionals to effectively navigate future pandemics.

Student-led approaches to mental health support

Mental health issues amongst university students are rife. Increasing mental health literacy and an emphasis on wellbeing have revealed the importance of having a plethora of resources available to students surrounding mental health support. The Welfare Hub is a student-led project created at the University of Nottingham Medical School to destigmatise mental health discussion, enhance mental health education, and share experiences of healthcare professionals regarding their mental health and university support. In this paper, we incorporate discussion around improvements the Welfare Hub can make regarding its content and how to best support future students. This project identified that the Welfare Hub's Instagram account was closely associated with mental health awareness and education, and that the best performing posts were those that offered positive connotations of support relevant to medical students and those that detailed lived medical student's experiences and advice. The Welfare Hub has had a positive impact on committee members and allowed them to fulfil their desires regarding destigmatising and discussing mental health. Future development following these findings aim to produce more educational and supportive content, develop connections of the Welfare Hub within the University and other institutions, and host events for the well-being of medical students.

IMPACT OF COVID-19 PANDEMIC ON PSYCHOLOGICAL, SOCIAL &amp; MENTAL HEALTH: AN EMPIRICAL ANALYSIS

Aim of the study: The purpose of this research was to examine how the COVID-19 epidemic affected the mental, social, and psychological well-being of medical students in Delhi-NCR, India. Design/Methodology: Medical students in the 'Delhi-NCR' region of India were surveyed for a pandemic. The hypothesised relationship was examined by regression analysis, and the conceptual model was confirmed through the results. Findings: This study shows that the mental, social, and psychological impact of COVID-19 among Indian medical students is substantial. Medical students' 'mental, social, and psychological' health was shown to be strongly damaged by the identified risk factors, such as having a family member infected with COVID-19 or losing close ones. The study also indicated that the association between the 'Impact of the Covid 19 Pandemic (ICP)' and 'Psychological Health (PH)' was the strongest (0.818), while the relationship between the 'ICP' and 'Social Health (SH)' was the worst (0.587). Practical Implications: This research has the potential to significantly improve people's health and social functioning by assisting in the design of individualised preventative and intervention programmes to lessen the toll the pandemic has taken on people's physical and mental health. Originality/value: The focus of this study was to analyse how the recent COVID-19 pandemic has affected medical students' emotional, social, and mental well-being. Keywords: COVID-19, Psychological, Social &amp; Mental Health, Regression Analysis Paper Type: Research paper

Impact of Resilience and Viral Anxiety on Psychological Well-Being, Intrinsic Motivation, and Academic Stress in Medical Students During the COVID-19 Pandemic.

We aimed to explore the association between academic stress or motivation and the psychological well-being of medical students during the coronavirus disease-2019 (COVID-19) pandemic. We also explored the effects of their resilience or viral anxiety on this association. This online surveyed for medical students was done during October 20-28, 2021. Participants' age, sex, grades, and COVID-19-related experiences were collected. Their symptoms were measured with Stress and Anxiety to Viral Epidemics-6 items, Medical Stress Scale (MSS), intrinsic motivation using Academic Motivation Scale, Connor Davidson Resilience Scale-2 items (CD-RISC2), the 5-item World Health Organization Well-Being Index (WHO-5), and GRIT scale. Among 251 medical students, linear regression performed to explore the predicting factors for psychological well-being or medical stress showed that WHO-5 score was predicted by age (β=0.16, p=0.02) and CD-RISC2 (β=0.29, p<0.001) (F=15.5, p<0.001). In addition, the MSS score was predicted by age (β=0.20, p=0.004), intrinsic motivation (β=-0.31, p<0.001), GRIT (β=0.21, p=0.003), and CD-RISC2 (β=-0.31, p<0.001) (F=15.6, p<0.001). The resilience of medical students partially influenced their intrinsic motivation, affecting their psychological well-being or academic stress. However, no significant association was observed in the case of viral anxiety as a mediator, indicating that viral anxiety did not mediate the association. This study highlights the importance of resilience in mediating the relationship between intrinsic motivation and psychological well-being or academic stress. However, viral anxiety was not found to be a mediator in this relationship.