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Tıp Öğrencilerinin Online Sınavda Algıladıkları Stres Düzeyleri ve Stresle Başa Çıkma Yöntemleri

Yıl 2022, Cilt: 21 Sayı: 65, 18 - 30, 31.12.2022
https://doi.org/10.25282/ted.1018802

Öz

Amaç: Tıp Fakültesi öğrencilerinde stres düzeyini artıran en önemli nedenlerden birisi de sınavlardır. Bu çalışmada preklinik tıp fakültesi öğrencilerine ilk defa yapılacak olan çevrimiçi teorik sınav öncesi ve sınav sonrası, öğrencilerin algıladıkları stres düzeyin i ve stresle başa çıkma yöntemlerini araştırmak amaçlanmıştır.
Yöntem: Bu çalışma, kesitsel bir çalışma olup Tıp Fakültesi dönem I-III öğrencileri araştırma kapsamına alınmıştır. Çalışmaya 377 öğrenci (%67,2) katılmıştır. Sosyo-demografik bilgiler, tıp eğitiminde çevrimiçi sınavlara bakış açıları ve çevrimiçi deneme sınavında yaşanan sorunlara yönelik 10 soru, “Algılanan Stres Ölçeği” ve “Stresle Başa Çıkma tarzları Ölçeği” sorularını içeren anket kullanılmıştır. Dijital form üzerinden hazırlanan anketin linki tüm öğrencilere ulaştırılmış, veriler digital ortamda toplanmıştır. Katılımcıların sınav öncesi ve sonrası verileri okul numaraları üzerinden eşleştirilmiştir.
Bulgular: Öğrencilerin %97,9’nun sınav öncesi, %99,8’nin sınav sonrası hafiften şiddetliye değişen oranda stres yaşadığı bulundu. Sınav öncesi “Algılanan Stres Ölçeği” (ASÖ) puan median 30 (min. 5 - max.56) olarak saptandı. Sınav öncesi Stresle Başa Çıkma tarzları Ölçeği (SBÇTÖ) puan medianı 74 (min.43- max.120) olarak bulundu. Öğrencilerin probleme yönelik / etkili başetme yöntemini daha fazla kullandıkları bulundu. “ASÖ” puanı ile probleme yönelik/etkili başetme yöntemleri arasında anlamlı, negatif bir korelasyon (r =-0.447, p<0.01), duygusal/ etkisiz başetme yöntemleri arasında pozitif bir korelasyon olduğu görüldü (r = 0.361, p<0.01). Öğrencilerin %62,1’i tıp eğitiminde teorik sınavların online olarak yapılmasını uygun bulmaktaydı. Kadınlarda, uzaktan eğitimi düzenli olarak takip edenlerde, tıp eğitiminde çevrimiçi teorik sınavları uygun bulanlarda ve sınav sırasında sınav koordinatörü ile iletişim kurabilmenin kendilerine güven vermediğini söyleyenlerde PSS puanı anlamlı olarak daha yüksekti. Öğrenciler, çevrimiçi sınav sırasında en fazla sistemle ilgili teknik sorunla karşılaştıklarını bildirdi.
Sonuç: Sürece yönelik değerlendirme için ilk defa çevrimiçi sınav tecrübesi yaşayan tıp fakültesi öğrencilerinin sınav öncesi ve sonrası algıladıkları stres düzeyi yüksek bulundu. Çevrimiçi sınav yöntemleri, önümüzdeki yıllarda sıkça başvurulan ve geliştirilen bir alan olacaktır. Bu nedenle çevrimiçi sınavlar esnasında tıp öğrencilerinde strese neden olan faktörlerin tespit edildiği , çözüm önerilerinin yapıldığı daha fazla çalışmaya ihtiyaç vardır.

Kaynakça

  • 1. Shah M, Hasan S, Malik S, Sreeramareddy CT. Perceived stress, sources and severity of stress among medical undergraduates in a Pakistani medical school. BMC Med Educ. 2010 Jan 15;10:2. doi: 10.1186/1472-6920-10-2.
  • 2. Silva E, Aguiar J, Reis LP, Sá JOE, Gonçalves J, Carvalho V. Stress among Portuguese medical students: the eustress solution. J Med Syst. 2020 Jan 2;44(2):45. doi: 10.1007/s10916-019-1520-1. 3. Preston R, Gratani M, Owens K, Roche P, Zimanyi M, Malau-Aduli B. Exploring the impact of assessment on medical students’ learning. Assessment & Evaluation in Higher Education, 2020; 45(1): 109-124. doi: 10.1080/02602938.2019.1614145
  • 4. Ahmed H, Allaf M, Elghazaly H. COVID-19 and medical education. Lancet Infect Dis. 2020 Jul;20(7):777-778. doi: 10.1016/S1473-3099(20)30226-7
  • 5. Rajab MH, Gazal AM, Alkattan K. Challenges to online medical education during the COVID-19 pandemic. Cureus. 2020 Jul 2;12(7):e8966. doi: 10.7759/cureus.8966.
  • 6. Elzainy A, El Sadik A, Al Abdulmonem W. Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University. J Taibah Univ Med Sci. 2020 Dec;15(6):456-462. doi: 10.1016/j.jtumed.2020.09.005.
  • 7. Dennick R, Wilkinson S, Purcell N. Online eAssessment: AMEE guide no. 39. Med Teach. 2009;31: 3: 192-206, doi: 10.1080/01421590902792406.
  • 8. Ellaway R, Masters K. AMEE Guide 32: e-learning in medical education part 1: learning, teaching and assessment. Med Teach.(2008). 30(5), 455-473. doi: 10.1080/01421590802108331.
  • 9. Amr M, Hady El Gilany A, El-Hawary A. Does gender predict medical students' stress in mansoura, Egypt? Med Educ Online. 2008 Aug 14;13:12. doi: 10.3885/meo.2008.Res00273.
  • 10. Cohen S, Kamarck T, Mermelstein R. A global measure of perceived stress. J Health Soc Behav. 1983 Dec;24(4):385-96.
  • 11. Eskin M, Harlak H, Demirkıran F, Dereboy Ç. The adaptation of the perceived stress scale into Turkish: a reliability and validity analysis. In New Symposium Journal. 2013; 51(3): 132-140.
  • 12. Folkman S, Lazarus RS. Coping as a mediator of emotion. J Person Soc Psychol 1988; 54: 466-75.
  • 13. Amirkhan JH. A factor analytically derived measure of coping: the coping strategy indicator. J. Pers. Soc. Psychol. 1990;59(5); 1066-74. https://doi.org/10.1016/S0191-8869(97)00012-3
  • 14. Oakland S, Ostell A. Measuring coping: a review and critique. Human Relations. 1996;49(2):133-155.doi:10.1177/001872679604900201
  • 15. Şahin NH. Durak A. Stress coping styles scale: adaptation for university students “stresle başa çıkma tarzları ölçeği: üniversite öğrencileri için uyarlanması”. Türk Psikoloji Dergisi. 1995;10(34):56-73.
  • 16. Gordon M, Patricio M, Horne L, Muston A, Alston SR, Pammi M et all. Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63. Med Teach. 2020 Nov;42(11):1202-1215. doi: 10.1080/0142159X.2020.1807484.
  • 17. Fares J, Al Tabosh H, Saadeddin Z, El Mouhayyar C, Aridi H. Stress, burnout and coping strategies in preclinical medical students. N Am J Med Sci. 2016 Feb;8(2):75-81. doi: 10.4103/1947-2714.177299.
  • 18. Sarkar S, Menon V, Kumar S. Reducing stress among medical students: A qualitative study of students' perspectives. IndianJPsychiatry. 2020 Mar-Apr;62(2):198-201. doi: 10.4103/psychiatry.IndianJPsychiatry_354_19.
  • 19. Fond G, Bourbon A, Boucekine M, Messiaen M, Barrow V, Auquier P et all. First-year French medical students consume antidepressants and anxiolytics while second-years consume non-medical drugs. J Affect Disord. 2020 Mar 15;265:71-76. doi: 10.1016/j.jad.2020.01.035.
  • 20. Aktekin M, Karaman T, Senol YY, Erdem S, Erengin H, Akaydin M. Anxiety, depression and stressful life events among medical students: A prospective study in Antalya, Turkey. Med Educ. 2005;35:12–7. doi: 10.1046/j.1365-2923.2001.00726.x.
  • 21. Konar NM. Factors associated with depression, anxiety and stress levels among medical students. Ankara Medical Journal. 2020; 20(1): 90-104. Doi: 10.5505/amj.2020.35761.
  • 22. Van der Merwe LJ, Botha A, Joubert G. Resilience and coping strategies of undergraduate medical students at the University of the Free State. S Afr J Psychiatr. 2020; Jul 28;26:1471. doi: 10.4102/sajpsychiatry.v26i0.1471. PMID: 32832128; PMCID: PMC7433285.
  • 23. Tunç AY, Yapıcı G. Evaluation of students' depression, anxiety and stress levels in a medical faculty (Bir tıp fakültesindeki öğrencilerin depresyon, anksiyete ve stres düzeylerinin değerlendirilmesi). TurkJPH. 2019; 17(2): 153-168. https://doi.org/10.20518/tjph.423636
  • 24. Heinen I, Bullinger M, Kocalevent RD. Perceived stress in first year medical students - associations with personal resources and emotional distress. BMC Med Educ. 2017 Jan 6;17(1):4. doi: 10.1186/s12909-016-0841-8.
  • 25. Thompson G, McBride RB, Hosford CC, Halaas G. Resilience among medical students: the role of coping style and social support. Teach Learn Med. 2016;28(2):174-82. doi: 10.1080/10401334.2016.1146611. 26. Dyrbye LN, Harper W, Durning SJ, Moutier C, Thomas MR, Massie FS Jr et all. Patterns of distress in US medical students. Med Teach. 2011;33(10):834-9. doi: 10.3109/0142159X.2010.531158.
  • 27. Portoghese I, Porru F, Galletta M, Campagna M, Burdorf, A. Stress among medical students: factor structure of the university stress scale among Italian students. BMJ open, (2020); 10(9): e035255. https://doi.org/10.1007/s12144-020-00922-x
  • 28. Fares J, Saadeddin Z, Al Tabosh H, Aridi H, El Mouhayyar C, Koleilat MK et all. Extracurricular activities associated with stress and burnout in preclinical medical students. J Epidemiol Glob Health. 2016 Sep;6(3):177-85. doi: 10.1016/j.jegh.2015.10.003.
  • 29. Erschens R, Loda T, Herrmann-Werner A, Keifenheim KE, Stuber F, Nikendei C et all. Behaviour-based functional and dysfunctional strategies of medical students to cope with burnout. Med Educ Online. 2018 Dec;23(1):1535738. doi: 10.1080/10872981.

Perceived Stress Levels of Medical Students and Methods of Coping with Stress at Online Exam

Yıl 2022, Cilt: 21 Sayı: 65, 18 - 30, 31.12.2022
https://doi.org/10.25282/ted.1018802

Öz

Aim: Exams are one of the most important factors that increase the stress level of medical school students. The aim of this study is to investigate the perceived stress levels of preclinical medical school students and their methods of coping with stress before and after the online theoretical exam that will be held for the first time.
Methods: The sample of this cross-sectional study is 377 (67,2%), I.-III. grade Medical Faculty students. The questionnaire includes 10 questions about socio-demographic information, and the questions are related to students’ thoughts on online exams in medical education and the problems which they experienced in the online practice exam. Moreover, "Perceived Stress Scale" and "Coping Stress Styles Scale" were used to collect data from medical students. The link of the questionnaire prepared through the digital form was sent to all students, and the data were collected in the digital environment. Participants' pre- and post-exam data were matched over their school numbers.
Results: It was found that 97.9% of the students experienced stress before the exam, and 99.8% of them experienced the same feelings varying from mild to severe after the exam. Before the exam, the median of the "Perceived Stress Scale” (PSS) score was 30 (min. 5- max.56) and the median of the "Coping Stress Styles Scale” (CSSS) score was 74 (min.43- max.120). It was found that the students used the problem-oriented / effective coping methods. It was observed that there was a significant negative correlation between the "PSS” score and problem-oriented/effective coping methods (r=- 0.447, p<0.01), and a positive correlation between emotional/ineffective coping methods (r= 0.361, p<0.01) and also, 62.1% of the students think that it will be appropriate to conduct the theoretical exams online in medical education. The PSS score was significantly higher for female students, and for those who did not follow distance education regularly, and for those who found online exams suitable in medical education, and for those who said that being able to communicate with the exam coordinator during the exam did not give them confidence. Students reported that they encountered the most system-related technical problems during the online exam.
Conclusions: The perceived stress level of medical school students who experienced the summative type online exam for the first time was found to be high before and after the exam. Online exam methods will be a field that is frequently applied and developed in the coming years. For this reason, there is a need for more studies in which the factors that cause stress in medical students during online exams are determined.

Kaynakça

  • 1. Shah M, Hasan S, Malik S, Sreeramareddy CT. Perceived stress, sources and severity of stress among medical undergraduates in a Pakistani medical school. BMC Med Educ. 2010 Jan 15;10:2. doi: 10.1186/1472-6920-10-2.
  • 2. Silva E, Aguiar J, Reis LP, Sá JOE, Gonçalves J, Carvalho V. Stress among Portuguese medical students: the eustress solution. J Med Syst. 2020 Jan 2;44(2):45. doi: 10.1007/s10916-019-1520-1. 3. Preston R, Gratani M, Owens K, Roche P, Zimanyi M, Malau-Aduli B. Exploring the impact of assessment on medical students’ learning. Assessment & Evaluation in Higher Education, 2020; 45(1): 109-124. doi: 10.1080/02602938.2019.1614145
  • 4. Ahmed H, Allaf M, Elghazaly H. COVID-19 and medical education. Lancet Infect Dis. 2020 Jul;20(7):777-778. doi: 10.1016/S1473-3099(20)30226-7
  • 5. Rajab MH, Gazal AM, Alkattan K. Challenges to online medical education during the COVID-19 pandemic. Cureus. 2020 Jul 2;12(7):e8966. doi: 10.7759/cureus.8966.
  • 6. Elzainy A, El Sadik A, Al Abdulmonem W. Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University. J Taibah Univ Med Sci. 2020 Dec;15(6):456-462. doi: 10.1016/j.jtumed.2020.09.005.
  • 7. Dennick R, Wilkinson S, Purcell N. Online eAssessment: AMEE guide no. 39. Med Teach. 2009;31: 3: 192-206, doi: 10.1080/01421590902792406.
  • 8. Ellaway R, Masters K. AMEE Guide 32: e-learning in medical education part 1: learning, teaching and assessment. Med Teach.(2008). 30(5), 455-473. doi: 10.1080/01421590802108331.
  • 9. Amr M, Hady El Gilany A, El-Hawary A. Does gender predict medical students' stress in mansoura, Egypt? Med Educ Online. 2008 Aug 14;13:12. doi: 10.3885/meo.2008.Res00273.
  • 10. Cohen S, Kamarck T, Mermelstein R. A global measure of perceived stress. J Health Soc Behav. 1983 Dec;24(4):385-96.
  • 11. Eskin M, Harlak H, Demirkıran F, Dereboy Ç. The adaptation of the perceived stress scale into Turkish: a reliability and validity analysis. In New Symposium Journal. 2013; 51(3): 132-140.
  • 12. Folkman S, Lazarus RS. Coping as a mediator of emotion. J Person Soc Psychol 1988; 54: 466-75.
  • 13. Amirkhan JH. A factor analytically derived measure of coping: the coping strategy indicator. J. Pers. Soc. Psychol. 1990;59(5); 1066-74. https://doi.org/10.1016/S0191-8869(97)00012-3
  • 14. Oakland S, Ostell A. Measuring coping: a review and critique. Human Relations. 1996;49(2):133-155.doi:10.1177/001872679604900201
  • 15. Şahin NH. Durak A. Stress coping styles scale: adaptation for university students “stresle başa çıkma tarzları ölçeği: üniversite öğrencileri için uyarlanması”. Türk Psikoloji Dergisi. 1995;10(34):56-73.
  • 16. Gordon M, Patricio M, Horne L, Muston A, Alston SR, Pammi M et all. Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63. Med Teach. 2020 Nov;42(11):1202-1215. doi: 10.1080/0142159X.2020.1807484.
  • 17. Fares J, Al Tabosh H, Saadeddin Z, El Mouhayyar C, Aridi H. Stress, burnout and coping strategies in preclinical medical students. N Am J Med Sci. 2016 Feb;8(2):75-81. doi: 10.4103/1947-2714.177299.
  • 18. Sarkar S, Menon V, Kumar S. Reducing stress among medical students: A qualitative study of students' perspectives. IndianJPsychiatry. 2020 Mar-Apr;62(2):198-201. doi: 10.4103/psychiatry.IndianJPsychiatry_354_19.
  • 19. Fond G, Bourbon A, Boucekine M, Messiaen M, Barrow V, Auquier P et all. First-year French medical students consume antidepressants and anxiolytics while second-years consume non-medical drugs. J Affect Disord. 2020 Mar 15;265:71-76. doi: 10.1016/j.jad.2020.01.035.
  • 20. Aktekin M, Karaman T, Senol YY, Erdem S, Erengin H, Akaydin M. Anxiety, depression and stressful life events among medical students: A prospective study in Antalya, Turkey. Med Educ. 2005;35:12–7. doi: 10.1046/j.1365-2923.2001.00726.x.
  • 21. Konar NM. Factors associated with depression, anxiety and stress levels among medical students. Ankara Medical Journal. 2020; 20(1): 90-104. Doi: 10.5505/amj.2020.35761.
  • 22. Van der Merwe LJ, Botha A, Joubert G. Resilience and coping strategies of undergraduate medical students at the University of the Free State. S Afr J Psychiatr. 2020; Jul 28;26:1471. doi: 10.4102/sajpsychiatry.v26i0.1471. PMID: 32832128; PMCID: PMC7433285.
  • 23. Tunç AY, Yapıcı G. Evaluation of students' depression, anxiety and stress levels in a medical faculty (Bir tıp fakültesindeki öğrencilerin depresyon, anksiyete ve stres düzeylerinin değerlendirilmesi). TurkJPH. 2019; 17(2): 153-168. https://doi.org/10.20518/tjph.423636
  • 24. Heinen I, Bullinger M, Kocalevent RD. Perceived stress in first year medical students - associations with personal resources and emotional distress. BMC Med Educ. 2017 Jan 6;17(1):4. doi: 10.1186/s12909-016-0841-8.
  • 25. Thompson G, McBride RB, Hosford CC, Halaas G. Resilience among medical students: the role of coping style and social support. Teach Learn Med. 2016;28(2):174-82. doi: 10.1080/10401334.2016.1146611. 26. Dyrbye LN, Harper W, Durning SJ, Moutier C, Thomas MR, Massie FS Jr et all. Patterns of distress in US medical students. Med Teach. 2011;33(10):834-9. doi: 10.3109/0142159X.2010.531158.
  • 27. Portoghese I, Porru F, Galletta M, Campagna M, Burdorf, A. Stress among medical students: factor structure of the university stress scale among Italian students. BMJ open, (2020); 10(9): e035255. https://doi.org/10.1007/s12144-020-00922-x
  • 28. Fares J, Saadeddin Z, Al Tabosh H, Aridi H, El Mouhayyar C, Koleilat MK et all. Extracurricular activities associated with stress and burnout in preclinical medical students. J Epidemiol Glob Health. 2016 Sep;6(3):177-85. doi: 10.1016/j.jegh.2015.10.003.
  • 29. Erschens R, Loda T, Herrmann-Werner A, Keifenheim KE, Stuber F, Nikendei C et all. Behaviour-based functional and dysfunctional strategies of medical students to cope with burnout. Med Educ Online. 2018 Dec;23(1):1535738. doi: 10.1080/10872981.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Orjinal Araştırma
Yazarlar

Türkkan Öztürk Kaygusuz 0000-0002-4151-5903

Yayımlanma Tarihi 31 Aralık 2022
Gönderilme Tarihi 3 Kasım 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 21 Sayı: 65

Kaynak Göster

Vancouver Öztürk Kaygusuz T. Perceived Stress Levels of Medical Students and Methods of Coping with Stress at Online Exam. TED. 2022;21(65):18-30.