Banerjee Yajnavalka, Akhras Aya, Khamis Amar Hassan, Alsheikh-Ali Alawi, Davis David
College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates.
Center for Outcomes and Research in Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates.
JMIR Res Protoc. 2019 Sep 19;8(9):e14677. doi: 10.2196/14677.
The evolution of an undergraduate medical student into an adept physician is perpetual, demanding, and stressful. Several studies have indicated medical students have a higher predominance of mental health problems than other student groups of the same age, where medical education acts as a stressor and may lead to unfavorable consequences such as depression, burnout, somatic complaints, decrease in empathy, dismal thoughts about quitting medical school, self harm and suicidal ideation, and poor academic performance. It is imperative to determine the association between important psychoeducational variables and academic performance in the context of medical education to comprehend the response to academic stress.
The aim of this proof-of-concept study is to determine the relationship between resilience, learning approaches, and stress-coping strategies and how they can collectively predict achievement in undergraduate medical students. The following research questions will be addressed: What is the correlation between the psychoeducational variables resilience, learning approaches, and stress-coping strategies? Can academic performance of undergraduate medical students be predicted through the construction of linear relationships between defined variables employing the principles of empirical modeling?
Study population will consist of 234 students registered for the MBBS (Bachelor of Medicine, Bachelor of Surgery) at Mohammed Bin Rashid University of Medicine and Health Sciences distributed over 4 cohorts. Newly registered MBBS students will be excluded from the study. Various psychoeducational variables will be assessed using prevalidated questionnaires. For learning approaches assessment, the Approaches and Study Skills Inventory for Students questionnaire will be employed. Resilience and stress-coping strategies will be evaluated using the Wagnild-Young resilience scale and a coping strategies scale derived from Holahan and Moos's Coping Strategies Scale, respectively. Independent variables (resilience, stress-coping strategies, and learning approaches) will be calculated. Scores will be tested for normality by using the Shapiro-Wilk test. An interitem correlational matrix of the dependent and independent variables to test pairwise correlation will be formed using Pearson bivariate correlation coefficients. Regression models will be used to answer our questions with type II analyses of variance in tests involving multiple predictors. Regression analyses will be checked for homogeneity of variance (Levine test) and normality of residuals and multicollinearity (variance inflation factor). Statistical significance will be set at 5% (alpha=.05). Effect sizes will be estimated with 95% CIs.
Psychoeducational instruments in the form of validated questionnaire have been identified in relation to the objectives. These questionnaires have been formatted for integration into Google forms such that they can be electronically distributed to the consenting participants. We submitted the proposal to MBRU institutional review board (IRB) for which exemption has been awarded (application ID: MBRU-IRB-2019-013). There is no funding in place for this study and no anticipated start date. Total duration of the proposed research is 12 months.
Psychoeducational instruments used in this study will correlate resilience, stress-coping strategies, and learning approaches to academic performance of undergradudate medical students. To the best of our knowledge, no study exploring the multidimensional association of key psychoeducational variables and academic performance in undergraduate medical students has been pursued. Investigated variables, resilience, learning approaches, and stress-coping strategies, are individual traits, however; students' learning history before they joined MBRU is unknown, so our research will not be able to address this specific aspect.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/14677.
本科医学生成长为一名熟练的医生的过程是持续不断、要求严格且充满压力的。多项研究表明，医学生心理健康问题的发生率高于其他同龄学生群体，医学教育是一种压力源，可能导致诸如抑郁、倦怠、躯体不适、同理心下降、退学念头、自我伤害和自杀意念以及学业成绩不佳等不良后果。在医学教育背景下，确定重要的心理教育变量与学业成绩之间的关联，对于理解对学业压力的反应至关重要。
本概念验证研究的目的是确定心理韧性、学习方法和压力应对策略之间的关系，以及它们如何共同预测本科医学生的学业成就。将探讨以下研究问题：心理教育变量心理韧性、学习方法和压力应对策略之间的相关性是什么？能否通过运用实证建模原则在定义变量之间构建线性关系来预测本科医学生的学业成绩？
研究人群将包括在穆罕默德·本·拉希德医学与健康科学大学注册攻读医学学士和外科学士学位（MBBS）的234名学生，分布在4个队列中。新注册的MBBS学生将被排除在研究之外。将使用经过预验证的问卷评估各种心理教育变量。对于学习方法评估，将采用学生学习方法和技巧问卷。心理韧性和压力应对策略将分别使用瓦格尼尔-杨心理韧性量表和从霍拉汉和穆斯的应对策略量表衍生而来的应对策略量表进行评估。将计算自变量（心理韧性、压力应对策略和学习方法）。将使用夏皮罗-威尔克检验对分数进行正态性检验。将使用皮尔逊双变量相关系数形成一个用于检验成对相关性的因变量和自变量的项目间相关矩阵。回归模型将用于通过涉及多个预测变量的检验中的II型方差分析来回答我们的问题。将对回归分析进行方差齐性检验（莱文检验）、残差正态性检验和多重共线性检验（方差膨胀因子）。统计学显著性设定为5%（α = 0.05）。将用95%置信区间估计效应大小。
已确定与目标相关的经过验证的问卷形式的心理教育工具。这些问卷已格式化以便集成到谷歌表单中，从而可以电子方式分发给同意参与的参与者。我们已将提案提交给MBRU机构审查委员会（IRB），该提案已获得豁免（申请编号：MBRU - IRB - 2019 - 第013号）。本研究没有资金到位，也没有预期的开始日期。拟议研究的总时长为12个月。
本研究中使用的心理教育工具将把心理韧性、压力应对策略和学习方法与本科医学生的学业成绩联系起来。据我们所知，尚未有研究探讨本科医学生关键心理教育变量与学业成绩的多维关联。然而，所研究的变量，即心理韧性、学习方法和压力应对策略，是个体特征；学生在进入MBRU之前的学习经历未知，因此我们的研究无法解决这一特定方面。
国际注册报告标识符（IRRID）：PRR1 - 10.2196/14677。
