First year medical students' perceptions of stress and support: a comparison between reformed and traditional track curricula.
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| Title: | First year medical students' perceptions of stress and support: a comparison between reformed and traditional track curricula. |
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| Authors: | Kiessling C (AUTHOR), Schubert B (AUTHOR), Scheffner D (AUTHOR), Burger W (AUTHOR) |
| Source: | Medical Education. May2004, Vol. 38 Issue 5, p504-509. 6p. |
| Abstract: | BACKGROUND: The authors hypothesised that medical schools need to support their students by identifying the challenges inherent in the demanding study of medicine, especially during the transitional phase at the beginning of study. Therefore, a study was conducted to evaluate Year 1 students' perceptions on how well 2 different programmes--a reformed and a traditional programme--helped students make a good start to their studies. DESIGN: Cross-sectional survey. METHOD AND PARTICIPANTS: A questionnaire was distributed to Year 1 medical students on reformed (RT) and traditional track (TT) curricula. Its 5 subscales measured perceived stress and support. RESULT: A total of 155 students (70% of the year group) responded. Significant differences between groups appeared in 4 of the 5 subscales. Students on the RT felt more supported than students on the TT in terms of study conditions, social support at university, perceptions of their own attitudes and competencies, and living conditions. No differences in perceptions of social support outside university were apparent. CONCLUSION: Key aspects that were perceived as supportive included good contact with fellow students and teachers, high quality of courses, and a curriculum that fulfilled students' expectations and made sense to them. In identifying particular features that led to the positive judgement of the RT, the authors hypothesised that the following aspects were crucial: the specific orientation unit in the first 2 weeks, the problem-based learning workshop, the coursebooks and extracurricular social activities. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 106600763 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: First year medical students' perceptions of stress and support: a comparison between reformed and traditional track curricula. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kiessling+C%22">Kiessling C</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schubert+B%22">Schubert B</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Scheffner+D%22">Scheffner D</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burger+W%22">Burger W</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. May2004, Vol. 38 Issue 5, p504-509. 6p. – Name: Abstract Label: Abstract Group: Ab Data: BACKGROUND: The authors hypothesised that medical schools need to support their students by identifying the challenges inherent in the demanding study of medicine, especially during the transitional phase at the beginning of study. Therefore, a study was conducted to evaluate Year 1 students' perceptions on how well 2 different programmes--a reformed and a traditional programme--helped students make a good start to their studies. DESIGN: Cross-sectional survey. METHOD AND PARTICIPANTS: A questionnaire was distributed to Year 1 medical students on reformed (RT) and traditional track (TT) curricula. Its 5 subscales measured perceived stress and support. RESULT: A total of 155 students (70% of the year group) responded. Significant differences between groups appeared in 4 of the 5 subscales. Students on the RT felt more supported than students on the TT in terms of study conditions, social support at university, perceptions of their own attitudes and competencies, and living conditions. No differences in perceptions of social support outside university were apparent. CONCLUSION: Key aspects that were perceived as supportive included good contact with fellow students and teachers, high quality of courses, and a curriculum that fulfilled students' expectations and made sense to them. In identifying particular features that led to the positive judgement of the RT, the authors hypothesised that the following aspects were crucial: the specific orientation unit in the first 2 weeks, the problem-based learning workshop, the coursebooks and extracurricular social activities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=106600763 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1046/j.1365-2929.2004.01816.x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 504 Titles: – TitleFull: First year medical students' perceptions of stress and support: a comparison between reformed and traditional track curricula. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kiessling C – PersonEntity: Name: NameFull: Schubert B – PersonEntity: Name: NameFull: Scheffner D – PersonEntity: Name: NameFull: Burger W IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2004 Type: published Y: 2004 Identifiers: – Type: issn-print Value: 03080110 Numbering: – Type: volume Value: 38 – Type: issue Value: 5 Titles: – TitleFull: Medical Education Type: main |
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