Faculdade de Medicina de Jundiai, Jundiai, SP, BR.
Departamento de Psiquiatria, Instituto de Psiquiatria (IPq), Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, SP, BR.
Clinics (Sao Paulo). 2021 Jul 5;76:e3007. doi: 10.6061/clinics/2021/e3007. eCollection 2021.
The COVID-19 pandemic brought abrupt changes when quarantine measures were implemented. Most medical students had distance learning as their main content delivery mode, but in clerkship (fifth and sixth years), in-person activities were maintained under new protocols. These different modes may have affected student mental health. This study examines mental burden and empathy in medical students during the beginning of the COVID-19 pandemic according to the year of attendance.
All students attending first to the sixth year in the same medical school were invited to participate. The Hospital Anxiety and Depression Scale (HADS), the Self-Reporting Questionnaire (SRQ-20), the Interpersonal Reactivity Index (IRI), and the Mindful Attention Awareness Scale (MAAS) were provided.
HADS scores for Anxiety and Depression (n=347) were 9.8±4.3 and 7.1±3.6, respectively; the SRQ-20 (n=373) score was 8.1±4.5; all scores were negatively correlated with the year of attendance. IRI (n=373) scores were: 2.6±0.5 (Empathic Concern), 2.7±0.7 (Perspective Taking), 2.5±0.9 (Fantasy), and 1.7±0.7 (Personal Distress). Fantasy was negatively correlated with the year of attendance. MAAS scores were positively correlated with the year of attendance. Worse mental health scores were found for first-year students across all scales.
We found high levels of mental burden in medical students in the early period of the COVID-19 pandemic, especially in first-year students, who may have fewer resources to deal with stress. Moreover, as they entered college a short time before the pandemic, they were unable to experience academic life fully or create important new social support networks to deal with adversities.
新冠疫情期间,实施隔离措施带来了巨大变化。大多数医学生的主要教学模式是远程学习,但在实习阶段(五、六年级),根据新的协议,仍维持线下教学活动。这些不同的教学模式可能会影响学生的心理健康。本研究根据入学年份,调查新冠疫情初期医学生的精神负担和同理心。
邀请同一所医学院所有一年级至六年级的学生参加。学生们填写了医院焦虑抑郁量表(HADS)、症状自评量表 20 项(SRQ-20)、人际反应指数(IRI)和正念注意知觉量表(MAAS)。
焦虑(n=347)和抑郁(n=347)得分分别为 9.8±4.3 和 7.1±3.6;SRQ-20 得分(n=373)为 8.1±4.5;所有分数均与入学年份呈负相关。IRI 得分(n=373)为:2.6±0.5(共情关心)、2.7±0.7(观点采择)、2.5±0.9(幻想)和 1.7±0.7(个人痛苦)。幻想与入学年份呈负相关。MAAS 得分与入学年份呈正相关。所有量表中,一年级学生的心理健康评分最差。
我们发现,新冠疫情初期医学生的精神负担较重,尤其是一年级学生,他们可能处理压力的资源较少。此外,他们在疫情前刚进入大学,无法充分体验大学生活或建立重要的新社会支持网络来应对逆境。