Banerjee Indrajit, Robinson Jared, Mohabeer Poornasha, Kashyap Abhishek, Shukla Ananya, Sathian Brijesh
Sir Seewoosagur Ramgoolam Medical College, Belle Rive, Mauritius.
Department of geriatrics and longterm care, Rumailah Hospital, Doha, Qatar.
Nepal J Epidemiol. 2021 Jun 30;11(2):1006-1022. doi: 10.3126/nje.v11i2.36951. eCollection 2021 Jun.
The objectives of the study were to identify the psychological impacts of lockdown on medical students due to COVID-19 and to discover the educational perplexities being faced by these students during the lockdown.
A cross-sectional study was conducted at Sir Seewoosagur Ramgoolam Medical College (SSRMC), Mauritius. Questions were designed after an extensive review of the literature, so as to ensure relevance to meet the objectives of the study.
Out of 700 undergraduate medical students, 663 participated, which equates to a response rate of 95%. 348 (52.5 %) of the students were stationed in their hometown and the remaining 315 (47.5 %) were stationed in Mauritius. 464(70%) of the students suffered from the psychological impacts of lockdown whereas 634(95.6%) of students suffered from the educational impact thereof. Mauritian students suffered a greater educational impact aOR4.236[1.606-11.173]. Psychological impacts aOR 1.280 [0.917-1.789] and educational impacts aOR 2.464 [1.076-5.647] were more prevalent in hometown-based students. Students pursuing their clinical studies had aOR1.219 [ 0.531-2.798] a greater educational impact as compared to preclinical studies.
Lockdown triggered both educational and psychological impacts on medical students. On a psychological basis it was proven that the lockdown induced a feeling of guilt and had a greater psychological impact in pre-clinical students. The COVID-19 situation was simultaneously indicated to be a motivator in the majority of students; however, juxtaposed to this was the fact that various students felt as if they couldn't study at the same level that they were accustomed to due to the uncertainty of the situation.
本研究的目的是确定新冠疫情封锁措施对医学生的心理影响，并发现这些学生在封锁期间面临的教育困境。
在毛里求斯的西沃萨古尔·拉姆古兰爵士医学院（SSRMC）进行了一项横断面研究。在广泛查阅文献后设计了问题，以确保相关性以满足研究目的。
在700名医科本科生中，663人参与，回应率为95%。348名（52.5%）学生在家乡，其余315名（47.5%）在毛里求斯。464名（70%）学生受到封锁的心理影响，而634名（95.6%）学生受到其教育影响。毛里求斯学生受到的教育影响更大，调整后比值比为4.236[1.606 - 11.173]。心理影响调整后比值比为1.280[0.917 - 1.789]，教育影响调整后比值比为2.464[1.076 - 5.647]在家乡学生中更为普遍。与临床前研究相比，进行临床学习的学生教育影响调整后比值比为1.219[0.531 - 2.798]更大。
封锁对医学生产生了教育和心理影响。从心理角度证明，封锁引发了内疚感，对临床前学生的心理影响更大。同时表明，新冠疫情在大多数学生中是一种激励因素；然而，与此并存的事实是，由于情况的不确定性，许多学生觉得无法像他们习惯的那样学习。
