背景:医学培训可能会给学生带来很大压力,并对他们的心理健康产生负面影响。对这一问题来说,重要的是医学生使用的应对策略(及其前身)的类型,这只是在有限的程度上被描述。对这些现象的更好理解可以进一步阐明支持医学生健康和福祉的方法。因此,我们试图确定医学生对压力的各种应对反应的使用,以及他们的性别和学习年份如何影响这些行为。
方法:共有400名萨斯喀彻温大学的医学生被邀请完成一项在线调查。使用简短的COPE清单,我们评估了学生报告使用各种适应性和适应不良应对策略的情况。进行了描述性和比较性统计,包括多变量方差分析,探讨性别和年份如何影响应对策略。
结果:参与率为49%(47%为男性,53%为女性)。总的来说,学生的应对策略大多是适应性的,尽管有少数例外。女性使用更多的行为脱离接触,而男性使用较少的情感和工具支持。此外,第三年比其他任何一年的学生都使用更多的否认来应对压力。
结论:虽然很少有研究报告对医学生应对有显著的社会人口统计学影响,我们的发现提高了男性和女性在医学院采取不同应对策略的可能性,第三年的临床学习环境可能会引发更多功能失调的应对,与临床前阶段的培训相比。讨论了这些结果的潜在解释和含义。
BACKGROUND: Medical training can be highly stressful for students and negatively impact their mental health. Important to this matter are the types of coping strategies (and their antecedents) medical students use, which are only characterized to a limited extent. A better understanding of these phenomena can shed additional light on ways to support the health and well-being of medical students. Accordingly, we sought to determine medical students\' use of various coping reactions to stress and how their gender and
year of study influence those behaviours.
METHODS: A total of 400 University of Saskatchewan medical students were invited to complete an online survey. Using the Brief COPE inventory, we assessed students\' reported use of various adaptive and maladaptive coping strategies. Descriptive and comparative statistics were performed, including multivariate analysis of variance, to explore how gender and
year influenced coping strategies.
RESULTS: The participation rate was 49% (47% males and 53% females). Overall, the students\' coping strategies were mostly adaptive, albeit with a few exceptions. Females used more behavioural disengagement, while males used less emotional and instrumental support. Additionally, third years used more denial to cope with stress than students in any other
year.
CONCLUSIONS: While few studies report significant sociodemographic effects on medical student coping, our findings raise the possibility that males and females do engage in different coping strategies in medical school, and that the clinical learning environment in third
year may provoke more dysfunctional coping, compared to pre-clinical stages of training. Potential explanations and implications of these results are discussed.