a School of Clinical Sciences at Monash Health , Monash University , Clayton , Australia.
b Monash Infectious Diseases, Monash Health , Clayton , Australia.
Med Teach. 2018 Dec;40(12):1257-1263. doi: 10.1080/0142159X.2018.1427222. Epub 2018 Jan 21.
The impact of medical student psychological distress on academic performance has not been systematically examined. This study provided an opportunity to closely examine the potential impacts of workplace and study related stress factors on student's psychological distress and their academic performance during their first clinical year.
This one-year prospective cohort study was performed at a tertiary hospital based medical school in Melbourne, Australia. Students completed a questionnaire at three time points during the year. The questionnaire included the validated Kessler psychological distress scale (K10) and the General Health Questionnaire-28 (GHQ-28), as well as items about sources of workplace stress. Academic outcome scores were aggregated and correlated with questionnaire results.
One hundred and twenty six students participated; 126 (94.7%), 102 (76.7%), and 99 (74.4%) at time points one, two, and three, respectively. 33.1% reported psychological distress at time point one, increasing to 47.4% at time point three. There was no correlation between the K10 scores and academic performance. There was weak negative correlation between the GHQ-28 at time point three and academic performance. Keeping up to date with knowledge, need to do well and fear of negative feedback were the most common workplace stress factors.
Poor correlation was noted between psychological distress and academic performance.
医学生心理困扰对学业成绩的影响尚未得到系统研究。本研究提供了一个机会，可深入探讨工作场所和学习相关压力因素对学生心理困扰及其在临床第一年学业成绩的潜在影响。
这是一项在澳大利亚墨尔本的一所三级医院医学院进行的为期一年的前瞻性队列研究。学生在一年中的三个时间点完成了一份问卷。问卷包括经过验证的 Kessler 心理困扰量表（K10）和一般健康问卷-28（GHQ-28），以及关于工作场所压力源的项目。学业成绩得分被汇总，并与问卷结果相关联。
共有 126 名学生参加了研究；分别有 126（94.7%）、102（76.7%）和 99（74.4%）名学生在第一、二和三个时间点完成了问卷。在第一个时间点，33.1%的学生报告有心理困扰，到第三个时间点增加到 47.4%。K10 评分与学业成绩之间无相关性。在第三个时间点，GHQ-28 与学业成绩呈弱负相关。了解最新知识、需要表现出色和害怕负面反馈是最常见的工作场所压力因素。
心理困扰与学业成绩之间相关性较差。
