Yussuf A D, Issa B A, Ajiboye P O, Buhari O I
Department of Behavioural Sciences, University of Ilorin, Ilorin, Nigeria.
Afr J Psychiatry (Johannesbg). 2013 May;16(3):206-15. doi: 10.4314/ajpsy.v16i3.28.
This study was prompted by the heightened concerns about the stress inherent in medical education evident from the incessant requests for suspension of studies due to psychological problems. The objectives of the study were to: (i) survey the students for possible psychological problems at admission, and follow them up till exit for possible changes in morbidity, and (ii) ascertain possible risk factors, and coping strategies.
This is a preliminary 2-stage cross-sectional report, which is part of a longitudinal survey. It involves first year medical students of the College of Health Sciences of University of Ilorin between March and April, 2011. Questionnaires used included socio demographic, sources of stress, the general health questionnaire-12 (GHQ-12), Maslach's burnout inventory (MBI), and Brief COPE. Data were analysed using SPSS version 15 at 5% significance level. Chi-square, frequency distributions, Pearson's correlation, Odd ratios, and Confidence Intervals were calculated to determine the levels of risk.
79 students returned completed questionnaires. 12 (15.2%) were ghq-12 cases (i.e., scored ≥ 3). Students who had morbidity were 9 times at risk of being stressed consequent upon 'competing with their peers' and 4 times at risk due to 'inadequate learning materials'. Morbidity was significantly more likely to engender use of 'religion', 4 times less likely to engender use of 'positive reframing' with a trend in the use of 'self blame' as coping strategies.
Aside from psychosocial/personal issues in this cohort, academic demand was an additional source of psychological problems thereby causing those who had morbidity to utilize 'religion' and 'positive reframing' to cope. There is therefore an apparent need to incorporate the principle of mental health promotion in medical education.
由于因心理问题不断有人请求暂停学业，对医学教育中固有压力的担忧日益加剧，促使开展本研究。本研究的目的是：（i）在入学时对学生进行可能存在的心理问题调查，并对他们进行跟踪直至毕业，以了解发病率的可能变化；（ii）确定可能的风险因素和应对策略。
这是一份初步的两阶段横断面报告，是纵向调查的一部分。研究对象为2011年3月至4月期间伊洛林大学健康科学学院的一年级医学生。使用的问卷包括社会人口统计学、压力来源、一般健康问卷-12（GHQ-12）、马氏职业倦怠量表（MBI）和简易应对方式问卷（Brief COPE）。使用SPSS 15版软件在5%的显著性水平下对数据进行分析。计算卡方检验、频率分布、皮尔逊相关性、比值比和置信区间以确定风险水平。
79名学生返回了完整的问卷。12名（15.2%）为GHQ-12阳性病例（即得分≥3）。发病的学生因“与同龄人竞争”而产生压力的风险是其他学生的9倍，因“学习材料不足”而产生压力的风险是其他学生的4倍。发病明显更有可能促使学生采用“宗教”应对方式，采用“积极重新评价”应对方式的可能性则低4倍，且有采用“自责”作为应对策略增加的趋势。
除了该群体中的心理社会/个人问题外，学业要求也是心理问题的一个额外来源，从而导致发病的学生利用“宗教”和“积极重新评价”来应对。因此，显然有必要将心理健康促进原则纳入医学教育。
