Performance Of Medical Students Research Articles

Assessment of Anxiety Status and its Impact on Academic Performance of Undergraduate Medical Students of Bangladesh

Background: Mental health is essential for the well-being of both individuals and communities. Undergraduate medical students travel medical course with tremendous psychological stress because of new environment, language difficulties, curricular overload and frequent examinations. This may hamper their academic performance and mental strength. This study aimed to observe the anxiety status and academic performance of undergraduate medical students of Bangladesh. Methods: This cross-sectional study was performed among 1921 undergraduate medical students from five medical colleges in Bangladesh, who were selected using convenience sampling method. The study was conducted from July 2023 to June 2024. For assessment of anxiety level generalized anxiety disorder 7 (GAD 7) questionnaire was used. The academic performance of the students was self-reported by students as passed (regular/irregular) MBBS professional examinations. Results: The mean score to different questions related to determine their anxiety status were ranged from 31.83% to 39.5%. It was found that out of 1921 medical students, 40.6%, 29.6%, 17.9% and 11.9% had minimal, mild, moderate and moderately severe anxiety respectively. Different categories of anxiety level were found significantly higher among the female participants and in first academic phase. Majority of the participants passed regularly (>90%) in their professional examinations. Conclusion: Based on the findings of the present study it can be concluded that undergraduate medical students suffer from varying degrees of Anxiety. Different socio-demographic variables have found significantly associated with different categories of anxiety status. Academic performances have been found affected by the different categories of anxiety as well. It can be concluded that anxiety should be reduced for the betterment of their academic performance and mental strength and ultimately to produce quality physicians to serve the community. BJME, Volume-16, Issue-01, January 2025: 49-60

The impact of COVID-19 pre-university education on first-grade medical students. A performance study of students of a Department of Histology.

The recent coronavirus disease (COVID-19) forced pre-university professionals to modify the educational system. This work aimed to determine the effects of pandemic situation on students' access to medical studies by comparing the performance of medical students. We evaluated the performance of students enrolled in a subject taught in the first semester of the medical curriculum in two pre-pandemic academic years (PRE), two post-pandemic years (POST), and an intermediate year (INT) using the results of a final multiple-choice exam. Consistency analysis among periods was performed using the Cronbach alpha coefficient (α), the difficulty index with random effects correction (DI), and the point-biserial correlation index (PB). The five exams were homogeneous and had similar α, DI, and PB difficultness. Performance significantly decreased in POST students compared with PRE students, with a correlation between performance and the academic years (PRE-POST). A significant decrease in the percentage of correct answers was detected in the academic years, with POST students showing lower results than PRE students, but not in the percentage of questions answered incorrectly. Significantly higher percentages of unanswered questions were found among POST students. These results confirm the negative impact of the POST pre-university educational system on the performance of students accessing medical school and suggest that POST students could have a higher degree of uncertainty. Specific education programs should be implemented during the first years of the medical curriculum to tailor this effect and increase students' self-confidence and knowledge, which may be associated with confidence.

Exploring the Relationship Between Self-efficacy Beliefs, Autonomy, and TOEFL Reading Comprehension Ability Among Medical Students: A Mixed-Methods Study

Background: The purpose of this study was to examine whether a significant relationship exists among medical students' autonomy, self-efficacy, and performance in the reading comprehension section of the TOEFL. Methods: A total of 60 male and female medical students were randomly selected from those attending TOEFL preparatory courses at the Urmia Medical University Language Center, Urmia, Iran. All participants completed the 25-item self-efficacy Scale (Smith & Betz, 2000) and the Learner Autonomy Questionnaire (Zhang & Li, 2004). Additionally, their scores on the TOEFL reading section were collected and analyzed using correlation and regression tests. Simple linear regression and multiple regression analyses were employed to examine the relationships and predictive effects of the independent variables (autonomy and self-efficacy) on the dependent variable (TOEFL reading comprehension scores). Results: The mean age of the participants was 22.6 ± 2.05 years, with the majority being female (68.3%). The mean scores for self-efficacy, autonomy, and the TOEFL reading section were 96.1 ± 9.96, 70 ± 16.07, and 22.01 ± 1.64, respectively. The findings revealed that students’ self-efficacy levels could predict their TOEFL reading scores by up to 64%, as indicated by a Pearson correlation value of 0.797 with a significance value of 0.000 (P-value < 0.05). However, no significant relationship was found between medical students’ autonomy and their TOEFL reading comprehension performance (Pearson correlation = 0.311, significance value = 0.691, P-value > 0.05). Qualitative data gathered from 10 medical students during semi-structured interview sessions corroborated the quantitative findings. Conclusions: Medical students' autonomy did not show a significant correlation with their performance on TOEFL reading texts. However, self-efficacy significantly correlated with and predicted their performance on reading comprehension texts. Therefore, syllabus designers should consider learners' individual differences, particularly their self-efficacy, when developing English courses.

Alternate nostril breathing (Nadi-Shodhana Pranayama) and its impact on perceived stress and hearing threshold among medical students; a prospective study

Background: Medical students often experience significant psychological stress, which can negatively impact their academic performance, cognitive functions, and overall well-being. Psychological/emotional stress can also affect hearing if severe or if it lasts long enough. Amongst stress reduction strategies, meditation techniques are found to be helpful. Aims and Objectives: This study aimed to assess the effect of alternate nostril breathing (Nadi-Shodhana Pranayama) on perceived stress and auditory thresholds (AT) among medical students. Materials and Methods: Following institutional ethics committee approval, a sample of 60 consenting students aged 18–26 years participated in a 3-month intervention, where they practiced pranayama for 15–20 min, 5 days a week. Baseline and post-intervention data were collected using the perceived stress scale (PSS) and pure tone audiometry. Results: The results demonstrated a statistically significant reduction in PSS scores (P<0.001), indicating decreased stress levels. In addition, ATs in both ears improved, with a more pronounced change observed in the left ear (P<0.001). These findings suggest that pranayama not only reduces psychological stress but also enhances auditory perception, possibly through the regulation of stress hormones and improved inner ear functioning. Conclusion: The study supports the use of pranayama as a simple, non-invasive intervention to reduce stress which tends to improve cognitive performance in medical students, contributing to better academic outcomes and overall well-being. Further research is warranted to explore long-term benefits and potential mechanisms behind the observed improvements in auditory function and stress resilience.

Translation and psychometric validation of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for Chinese medical students.

To translate, culturally adapt and evaluate the psychometric properties of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for students in nursing and medical disciplines. Effective peer evaluation tools provide a more scientific and objective assessment of collaborative learning. However, there is a lack of peer evaluation instruments designed for group learning in China. A cross-sectional, methodological study. The PES-TBL was first translated and adapted into Chinese. A panel of 10 experts in nursing and clinical medicine education evaluated the content validity. The psychometric properties of scale were assessed in a sample of undergraduate and postgraduate students.The reliability of the PES-TBL was assessed. Exploratory and confirmatory factor analyses were performed to explore and verify its dimensionality and construct validity. A total of 564 students were included, the overall content validity index was 0.975. The exploratory factor analysis confirmed a three-factor structure, including responsibility, initiative and collaboration. The reliability of the scale was adequate, with Cronbach's α (0.983), Spearman-Brown split-half index (0.916) and re-test reliability index (0.955). Confirmatory factor analysis showed a three-factor structure explaining 84.336 % of the total variance. All model fit indices fell within acceptable ranges, indicating good structural validity for the Chinese version of the PES-TBL. The Chinese version of PES-TBL proved to be a reliable tool to test group learning performance in both nursing and medical students and it could be a broadly useful instrument in nursing and medical education.

Obstructive Sleep Apnea: Prevalence, Risk Factors, and Impact on the Academic Performance of Medical Students at a Saudi Arabian University

Abstract Background: Obstructive sleep apnea (OSA) is a common condition, but there is a lack of evidence from Saudi Arabia regarding its impact on the academic performance of medical students. Objectives: To determine the prevalence and associated factors of OSA among medical students at a Saudi Arabian university and its impact on academic performance. Methods: This cross-sectional study was conducted between October and December 2021 and selected first- to fifth-year medical students at King Saudi University, Riyadh, using a disproportionate stratified random sampling according to gender and academic year. The questionnaire comprised two sections: the first elicited sociodemographic information, self-reported GPA, and presence of chronic diseases, while the second included the English and Arabic versions of the Berlin Questionnaire. Results: A total of 621 responses were received, of which 61.8% were male and the mean age was 21.1 (±1.7) years. The prevalence of high-risk OSA was 14.5%. There was a significant association between being at a high risk of OSA and male gender (P < 0.001). In the multiple logistic regression model, male gender (odds ratio [OR] = 1.69, 95% CI: 1.01–3.9; P = 0.047) and overweight/obesity (OR = 2.59, 95% CI: 1.92–3.5; P = 0.001) were significant predictors of OSA. OSA was not a significant predictor of academic performance (OR: 0.7, 95% CI: 0.48–1.03; P = 0.07). Conclusion: This study found that among first- to fifth-year medical students at a Saudi Arabian university, male gender and obesity were significant predictors of obstructive sleep apnea. On the other hand, obstructive sleep apnea was not a significant predictor of academic performance.

Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussion

ABSTRACT Background Video-recordings review of patient encounters is reported to improve the clinical performance of medical students. However, evidence on specific remediation strategies or outcomes are lacking. We aimed to implement videorecording-based remediation of standardized patient encounters among medical students, combined with preceptor one-on-one feedback or peer group discussion, and evaluate the effectiveness of the two remediation methods using objective structured clinical examination (OSCE). Methods Following standardized patient encounters, 107 final-year medical students were divided into two groups based on different remediation methods of video review: (1) precepted video review with preceptor feedback (N = 55) and (2) private video review and subsequent peer group discussion under supervision (N = 52). All students underwent twelve-stations of OSCE both before and after the video review. Students’ pre- and post-remediation OSCE scores, self-efficacy level in patient encounters, and level of educational satisfaction with each method were assessed and compared between different video-based remediation methods to evaluate their respective effects. Results After remediation, the total and subcomponent OSCE scores, such as history taking, physical examination, and patient – physician interaction (PPI), among all students increased significantly. Post-remediation OSCE scores showed no significant difference between two remediation methods (preceptor module, 79.6 ± 4.3 vs. peer module, 79.4 ± 3.8 in the total OSCE score). Students’ self-efficacy levels increased after remediation in both modules (both p-value <0.001), with no difference between the two modules. However, students’ satisfaction level was higher in the preceptor module than in the peer module (80.1 ± 17.7 vs. 59.2 ± 25.1, p-value <0.001). Among students with poor baseline OSCE performance, a prominent increase in PPI scores was observed in the preceptor-based module. Conclusion Video-based remediation of patient encounters, either through preceptor review with one-on-one feedback or through private review with peer discussion, was equally effective in improving the OSCE scores and self-efficacy levels of medical students. Underperforming students can benefit from precepted video reviews for building PPI.

Sleep Quality And Self-Perceived Stress Among Medical Students Of Tertiary Care Hospital Of District Shahdol (Mp), India -A Cross Sectional Survey.

Introduction-The academic performance of medical students is negatively impacted by poor sleep quality and high levels of daily stress, which can result in anxiety, depression, suicidal thoughts, alcohol and substance misuse, and interpersonal problems. Objective: To determine the prevalence of poor sleep and its association with self-perceived stress among medical students of tertiary care hospital of district Shahdol (MP). Methods: The study provides the evidence of high prevalence of poor quality of sleep (44.6%). among the medical students &amp; also the level of perceived stress which is alarmingly high with 67.4% has moderate stress and around 14.2% has high stress level. Results: Out of 348 students about 332 completed and returned the online proforma, about N=99 (29.81%) were from 2022 admission batch followed by 23%, 25% &amp; 23% from 2019,2020 and 2021 batches respectively. The mean age of participants was 21.35 years. The study provides the evidence of high prevalence of poor quality of sleep (44.6%). among the medical students &amp; also the level of perceived stress which is alarmingly high with 67.4% has moderate stress and around 14.2% has high stress level . Conclusions: Despite the medical students' generally poor sleep quality and significant levels of reported stress. Students should get instruction in relaxation techniques, behavioural modifications, and sleep information as part of their curriculum.

Prevalence of Depression among Medical Students at the University of The Gambia: A Cross-Sectional Study

Introduction: Globally, the prevalence of depression is on the increase affecting about 5% of the adult population. University undergraduates’ particularly medical students are at a high risk of experiencing depression due to academic workload and demands in studying in the university. Depression among medical students is a significant public health concern. Despite several studies on depression among medical students worldwide, there is scarcity of studies on depression among medical students at the university of the Gambia. This study was therefore conducted to determine the prevalence and factors associated with depression among medical students at the University of Gambia. Methodology: This was a cross-sectional prevalence study conducted among 160 preclinical and clinical medical students of the University of the Gambia who met the inclusion criteria. The Patient Health Questionnaire-9 (PHQ-9) questionnaire was self-administered to the students. For making diagnosis of depression, PHQ-9 scores of ≥ 10 confirm the diagnosis. Data was analyzed using the Statistical Package for Social Sciences (SPSS) version 20. Frequency and percentages were used to summarize descriptive statistics while association between categorical variables was determined using Chi-square with level of statistical significance set at P&lt;0.05 Result: Overall, 160 medical students participated in the study. The mean age of the students was 23.9years with a median of 24.0 years. Most of the students (62.5%) were within the age range of 18-24 years and a majority was female (58.1%). Most participants were single (91.9%) and came from middle-class backgrounds (65.6%). A majority (27.5%) of the students was in their seventh-year (final year). The prevalence of depression among the students was 68.1%. Among the students who met criteria for depression, 30% of them had mild depression while 25% and 13.1% had moderate and severe depression respectively. Factors contributing to depression among the students included living arrangements, with most students living with family (55.6%), poor sleep quality (58.1%), poor academic performance (43.8%), and academic failure (50.0%) with academic pressure representing the most common stressor (80.6%). Gender was significantly associated with depression, with higher rates among females (p=0.010). Medical school curriculum (p&lt;0.001), Financial issues (p=0.043) and poor personal relationships (p=0.008) were significantly associated with depression. Conclusion: The study reveals a high prevalence of depression among the medical students. A variety of risk factors identified in this study included socio-demographic, academic, and lifestyle factors. The findings of this study point to an urgent need for more research into the causes as well as early diagnosis of depression using standardized tools. The need of making psychiatric services, counseling as well as support services available to susceptible students is highly imperative as these will improve mental health and academic performance of medical students.

Simulation of gastroscopy and endoscopic retrograde cholangiopancreatography for medical student education.

Simulation training has become part of medical student education, however endoscopy simulators have mostly been reserved for speciality training. Evidence suggests that simulation training has the potential to educate future doctors about endoscopy procedures and improve their communication with patients. Endoscopic retrograde cholangiopancreatography (ERCP) is an endoscopic procedure that is technically challenging and poorly understood by medical students. This study aimed to investigate whether simulating gastroscopy and ERCP using an anatomical model of the upper gastrointestinal tract improves procedural knowledge, confidence, and performance in medical students. Students completed three attempts at gastroscopy and one attempt at ERCP using the model. Participants rated knowledge and confidence relating to endoscopic procedures before and after completing the simulation. Students also reported their attitudes towards endoscopic simulation training after their participation. There was a significant increase in self-perceived knowledge of the purpose of and steps involved in endoscopy (P < 0.001), gastrointestinal anatomy (P = 0.003), and biliary system anatomy (P = 0.002) after using the simulator. Participants also reported significantly increased skills confidence in performing gastroscopy and duodenoscopy (P < 0.001), including in their ability to explain endoscopic procedures to a patient (P < 0.001). All participants agreed (5%) or strongly agreed (95%) that simulation training is a useful addition to their learning, and that they would like more simulation training in the medical curriculum. Simulation training is an effective and engaging method of promoting procedural awareness and understanding of basic endoscopic procedures in medical students, with the potential to improve doctor-patient interactions in early clinical practice.

FREQUENCY OF INSOMNIA AND ITS ASSOCIATION WITH ACADEMIC PERFORMANCE AMONG MEDICAL AND DENTAL STUDENTS

Objectives: To determine the frequency of insomnia among medical students and to assess the effects of insomnia on the academic performance of medical and dental students.Materials and Methods: A descriptive cross-sectional study was performed on medical and dental students of Peshawar, after obtaining approval from IREB. A simple random sampling technique was used to collect data through questionnaires distributed among students. The calculated sample size was approximately 153, determined using the WHO sample size formula. Selection criteria included medical and dental students, both males and females aged 18 to 25 years who were willing to participate. Data was collected using the Sleep Quality Scale, an item of question assessing academic performance, and a demographic information sheet. Data was stratified in different age groups and by gender. As variables in our study were qualitative so chi-square test was applied to fi nd the association between qualitative variables. A p value of P&lt;0.05 was considered significant.Results: In this study,153 students were enrolled. Out of these 37% were females and 62% were males.Prevalence was found to be 46%. 92% of participants were in the age range of 21 to 23 years. The prevalence of poor-quality sleep was 18% among medical and dental students while 54% rated their sleep quality as good even after sleeping for 5 to 6 hours at night. 53% of participants took 15-30 minutes to fall asleep and 41% of participants usually got up around 10 am during the past month. A signifi cant association p&lt; 0.05 was found between Pittsburg sleep quality index and academic performance with a P-value of 0.04. Conclusion: From the result of our study, it was concluded that Insomnia or bad sleep quality effects the academic performance of medical and dental students.

Evaluation of Navigating a Foodborne Outbreak: Medical Learners Before and During COVID-19.

Navigating a Foodborne Outbreak: Preparation for Interprofessional Practice is an interactive, competency-based, online educational module demonstrating interprofessional practice among health professionals to improve and protect population health, in the context of a foodborne outbreak. Authors reviewed registration data, pre- and post- module knowledge assessments, and module evaluations from the 978 medical students and physicians ("medical learners") who completed the module from July 2018-June 2021, comparing their outcomes as well as assessing potential impacts of the COVID-19 pandemic. Analyses were conducted in 2022 and 2024. Students' use remained stable, while physicians' use increased over time, primarily as part of MPH curricula. Pre-module knowledge assessment scores were higher for physicians. Average medical student performance improved by 51.37%; average physician performance improved by 33.33%. Pre-module questions that addressed the coordination of clinical and public health practices, governmental public health emergency response processes, and how clinicians can inform the response were challenging for physicians and may represent public and population health (PPH) content that has not been emphasized in medical curricula. Medical learners reported high satisfaction with the module. Medical students' agreement with statements about the relevance of the module to their current or future responsibilities and awareness of "how clinical care and public health systems work together to protect the health of populations" increased during the pandemic. The module successfully improved knowledge of clinical-public health collaborations to protect population health and is one model of how to integrate PPH content, including physicians' roles in the public health system, into medical education.

Academic performance, perceptions, and motivations of medical PhD students in Ukraine during wartime: a mixed methods study

BackgroundThe full-scale Russian invasion of Ukraine, initiated on February 22, 2022, has created numerous challenges, including the need to study under the constant threat of bombardment. This study aimed to analyze the effects of the war on the academic performance of medical PhD students in Ukraine, explore their perceptions of stressful wartime events, and identify their motivations and future aspirations.MethodsThis mixed-method study included medical PhD students from Bogomolets National Medical University in Kyiv, Ukraine, during the 2022–2023 academic year amid ongoing Russian military attacks. Data were collected through self-completed questionnaires. Additionally, qualitative data were gathered via one-on-one interviews with participants. The questionnaire and interviews addressed educational difficulties during the war, motivation to pursue academic studies, the likelihood of continuing an academic or medical career in Ukraine, academic progress at the time of the survey, and self-assessed adaptation to studying during the war.Results108 PhD students participated in the questionnaire, and 53 were interviewed. Nearly half of the participants described their education as challenging. More than two-thirds experienced class disruptions due to air raid alarms or shelling, and a similar proportion resumed classes afterward. Among the PhD students, 85% envision their future careers as physicians, scientists, or teachers in Ukraine. Adaptation to the extraordinary conditions varied, with half adapting well. A substantial number remained motivated to pursue their education and professional careers in Ukraine despite financial strain, loss of research data, and damaged infrastructure, which hindered progress for some. Others struggled significantly, highlighting the war’s profound impact on their education and mental well-being.ConclusionWhile the war has imposed severe challenges on the educational pursuits of medical PhD students in Kyiv, Ukraine, the resilience displayed by many underscores their determination to persevere. This resilience reflects their commitment to their academic careers despite the adversities posed by the ongoing conflict. However, some students struggled to cope. Further psychological and financial support will be crucial in helping these students continue their studies and contribute to the rebuilding of their country.

Effectiveness of Peer Assisted Learning on Academic Performance of First Phase Medical Students in Comprehending Difficult Topics of Neuroanatomy

Background: Peer assisted learning (PAL), a dynamic teaching tool, fosters collaborative learning, knowledge acquisition, and skills development in medical education. Neuroanatomy is a critical and complex part of medical curriculum which students need to understand during initial period of anatomy learning. With the help of PAL, the struggle faced by first phase medical learners to complex learning patterns is addressed. The study aims to quantitatively define PAL’s outcomes by comparison of academic scores and evaluate learner’s perception towards PAL. Material and Methods: The study was conducted in UNS Autonomous State Medical College, Jaunpur in a batch of 99 first phase medical learners (year 2022-23). Teaching material, teaching learning methods and assessment material were created from select topics of neuroanatomy. PAL session was conducted for each (5) topic with 10 tutees in each session. After every session post-test analysis was done for both tutees and tutors, followed by a survey questionnaire assessing the benefits of PAL. Results: The results show a significant increase in performance metrics for learners after the PAL session, though the results were non-significant for tutors. The survey report suggests benefits from PAL in form of active engagement, improved problem-solving skills and enhanced critical thinking. Conclusion: The study underscores PAL as a valuable and effective teaching tool in medical education that can be used at the very outset of medical learning. It works as a supportive aid to low performers who face challenge in handling the complex parts of a curriculum. KEYWORDS: Peer Assisted Learning, Peer Tutoring, Medical Education, Neuroanatomy, First Phase Learners, Slow Learners.

Unveiling the link between self-regulated learning and academic success: a longitudinal study on Chinese medical students.

Self-regulated learning (SRL) has been the focus of medical education, with the belief that mastering effective SRL strategies can significantly contribute to the academic achievements of medical students, thereby establishing a robust foundation for their future clinical practice. Despite the importance of SRL, empirical evidence linking SRL to academic performance has been mixed. This study aims to quantify the association between SRL and the academic performance of medical students. A one-year longitudinal study was conducted consisting of two waves separated by one year, wherein students from China Medical University who were enrolled in the clinical medicine program in 2018 were randomly selected and followed. Participants provided socioeconomic information in the first wave and completed the Self-regulated Learning Perception Scale (SRLPS) in both waves. Participants' academic performance was assessed using Grade-point Average (GPA) scores for the following year. Fixed-effects models were utilized to address potential endogeneity issues when investigating the association between SRL and academic performance based on the longitudinal data collected. The final sampled data consisted of 395 medical students who completed two rounds of questionnaires. The overall score of SRL was positively correlated with academic performance insignificantly (β = 0.007, SE = 0.004). However, the domain, Learning motivation and action, was significantly positively correlated with academic performance (β = 0.052, SE = 0.020), while the other domain, Lack of self-directedness, was significantly negatively correlated with academic performance (β=-0.037, SE = 0.009). Enhancements in certain self-regulated learning behaviors, like cultivating intrinsic motivation for learning, positively correlated with the academic performance of Chinese medical students. However, the negative correlation with self-directedness in learning highlights the multifaceted nature of SRL and the complexity of its relationship with students' educational outcomes.

Comparisons of the Academic Performance of Medical and Health-Sciences Students Related to Three Learning Methods: A Cross-Sectional Study.

The learning methods employed in medical education have substantially transformed from traditional face-to-face (FTF) instruction to online learning modalities. This study sought to quantitatively compare the impact of three learning methods on the academic performance of first-year medical and health sciences students enrolled in a Medical Terminology (MT) course. The learning methods examined include the FTF method, the online-synchronized method, and a blended learning method that combines elements of both. The scope of the analysis encompasses the academic years 2019, 2020, and 2023. Academic performance was measured using overall scores and scores derived from the letter grades of 2446 first-year students assigned to the three learning methods that were compared. A significant improvement in 2023 was observed in the blended learning method, which consisted of 30% FTF and 70% online synchronized lectures for overall scores (p < 0.0) and the scores based on the A grades (p < 0.0) of students in the MT course, compared to the FTF learning method in 2019 or the online synchronized learning method in 2020. The blended learning method, which combines FTF with online synchronized learning, appears to be a more effective method for enhancing the academic performance of first-year students compared to either the traditional FTF method or the solely online synchronized method.

The Predictive Value of Burnout and Impostor Syndrome on Medical Students’ Self-Esteem and Academic Performance: A Cross-Sectional Study

Stress exposure can take a toll on the adjustment of young individuals, including students. The aim of this study was to investigate the impact of burnout and impostor syndrome (IS) on self-esteem and academic performance in medical students. The participants were 331 undergraduate medical students (102 men, 229 women; 89.7% native, 12,1% international; mean age = 21.18, SD = 2.338). The study instruments included the Copenhagen Burnout Inventory for Students (CBI-S), Clance Impostor Phenomenon Scale (CIPS), and Rosenberg’s Self-Esteem Scale, while academic performance (AP) was reported as received GPA (objective AP) and expected GPA (subjective AP). The statistical analysis comprised independent t-tests, MANOVA, ANOVA, and correlational and mediational analyses. The results showed that native students had lower self-esteem and higher scores of personal burnout and IS. Irrespective of cultural differences, women scored higher than men in IS and in personal burnout, while men had higher self-esteem than women. Burnout and IS were correlated with a decrease in self-esteem (adj. R2 = 0.531) in the overall sample, whereas in native students, IS was correlated with a difference between subjective and objective self-assessments of AP (adj. R2 = 0.027). Burnout and impostor syndrome, despite not directly impacting academic performance, may significantly influence self-esteem, making them a target for preventive or interventional measures.

Exploring the adoption and utilisation of ChatGPT in everyday academic practices among medical and dental students of Rawalpindi and Islamabad: a study on the impact and perceived effectiveness.

To assess the usage of chatbot generative pretrained transformer among medical and dental students in Pakistan. The cross-sectional study was conducted at the Army Medical College, National University of Medical Sciences, Islamabad, Pakistan, from June 15 to July 31, 2023, and comprised medical and dental students in public and private medical and dental colleges of Rawalpindi and Islamabad who had used the chatbot generative pretrained transformer programme at least once for their academics or had prior knowledge of it. Responses were obtained through a structured online survey. Data was analysed using SPSS 27. Of the 315 respondents, 181(57.5%) were females, 134(42.5%) were males, 260(82.5%) were from public institutions, 55(17.5%) were from private, 259(82.20%) were medical students and 56(17.80%) were dental students. Overall, 192(61%) respondents had used ChatGPT for academics prior to the study. For them, its utility was most for case-based learning, problem-based learning and for seeking clarification of topics. Fruitful acquisition of knowledge was reported by 270(85.7%) of the study participants and 229(72.8%) participants regarded ChatGPT as a valuable resource for improving academic performance. The mean perceived usefulness score was 17.93±5.08 and the mean perceived risk score was 8.46±2.44. Chatbot generative pretrained transformer was found to improve academic performance of medical and dental students.

40 Hz binaural beats entrainment enhances the mood and cognition of medical students

Background: Many medical students experience psychological distress from high academic demands, potentially harming their performance and mental health. Binaural beats (BB) stimulation, particularly gamma band entrainment, has been suggested to enhance neural communication, cognition, and reduce anxiety. Objective: This study aimed to determine whether 40 Hz BB could improve cognitive performance and mood in medical students. Method: Forty participants, selected based on the inclusion criteria of good health, normal hearing, and no mental illness were recruited considering factors such as all sessions availability and consent. Participants listened to BB for 15 min, three times a week, over three consecutive weeks. Electroencephalogram recordings confirmed that 40 Hz BB induced gamma neural oscillations in the brain. Emotional states were assessed using the 32-item Brunel Mood Scale (BRUMS) with ratings on a 5-point Likert scale, whereas cognitive function was measured with the Stroop’s test, based on reaction time in milliseconds. Pre- and post-BB comparisons and gender-related differences were analyzed using paired and unpaired t-tests or appropriate non-parametric tests. Result: Listening to BB significantly reduced negative emotions (p < 0.001), enhanced positive emotions (p < 0.001), and facilitated improvements in cognitive performance. However, the effects of BB were gender-specific, with female students showing greater improvements in ‘happiness’ and ‘calmness’, (p < 0.001), while males experienced more pronounced enhancements in cognitive performance (p < 0.001). Additionally, time-dependent effects of BB were also observed. Conclusion: 40 Hz BB appears to be an effective tool for helping students manage their challenges calmly and more efficiently.

The Myers-Briggs type indicator association with United States medical student performance, demographics, and career values

BackgroundThe Myers-Briggs Type Indicator (MBTI) is a self-reported personality test that has continued to gain popularity and traction across industries. The MBTI assesses individuals within four dichotomous categories corresponding to ways to, ultimately, assign one of sixteen personality types. Prior studies indicate that physicians trended towards certain personality traits and medical students with a particular trait performed lower academically. Due to the recency of these studies, however, there is a substantial knowledge gap in the relationship between medical student MBTIs and academic performance, demographics, and career interests. Therefore, the purpose of this study is to investigate this relationship amongst 4-year allopathic U.S. medical students and determine if there is substantial correlation to implement MBTI results in creating personalized student support services in school curriculum.MethodsThis study was a single institution, cross-sectional study of 83 medical students. A survey was emailed to all students with the MBTI personality test paper edition, in addition to questions regarding specialty interest, learning style preference, and career values. Each student’s responses were de-identified after pairing with the respective students’ academic performance data and demographic information. Chi-square tests were used to compare MBTI data with categorical data such as demographic characteristics while independent sample t-tests were used to compare MBTI data with numerical variables like academic performance.ResultsOur findings suggest statistically significant associations between Introversion (I) with older age and Thinking (T) with male students. Additionally, Thinking (T) students performed better academically, valued variety in patient care (breadth of patients and pathologies seen), and the specific type of patient contact (longitudinal vs. short-term, etc.). Conversely, Feeling (F) students trended towards people-oriented specialties. Regarding learning styles and study environments, Extroverted (E) and Judging (J) types preferred hands-on learning, though Judging (J) types also preferred a quiet environment. No other statistically significant differences were found amongst the remaining variables.ConclusionMedical schools should utilize student MBTI results to individualize student academic and career support as our study indicates various significant associations between some of the personality types. While not a “one-size-fits-all,” the MBTI can be used as a potential starting point for specialty exploration and learning styles.