Unichristus University Center, R. João Adolfo Gurgel, 133 - Cocó, Fortaleza, CE, 60190-180, Brazil.
Department of Global Health and Population, Harvard T. H. Chan School of Public Health, Boston, MA, USA.
BMC Med Educ. 2023 Apr 6;23(1):221. doi: 10.1186/s12909-023-04199-z.
Scopophobia can be described in the medical field as the fear of being watched or stared at. Despite the relevance of scopophobia in remote learning scenarios, which have always existed and have been largely expanded during the pandemic in medical education, studies on this topic are exceedingly rare worldwide. Hence, to fill up this gap, a cross-sectional study of medical students was developed to assess the association of scopophobia with the prevalence of online learning fatigue.
A cross-sectional, quantitative, analytical study was carried out in Medical Schools of Brazil. To assess the risk of scopophobia, questions were developed, based on the literature on the topic. The Zoom Exhaustion & Fatigue Scale (ZEF) was used, and the questions have currently been validated for Brazilian Portuguese. Logistic regression models were also used to assess the relationship of scopophobia risk and ZEF scores.
A total of 283 students from Brazil participated in the study. The median age was 23 years, and 64% of the participants were female. In total, 14.5% were considered to be at high risk for scopophobia. It was found that after adjusting for sex, income and number of residents in the household, scopophobia and the total zoom fatigue score remained associated. For the total score, each additional point on the scale increased the chance of scopophobia by 3%, and for the overall domain, 19% (p-values < 0.05).
In conclusion, this study shows a relevant prevalence of students with scopophobia, which requires a differentiated approach on the part of teachers. The causes of scopophobia are often specific and have a psychological origin that goes beyond the usual pedagogical management. Therefore, motivation strategies are necessary in a general, as well as an individualized manner, aiming to favor the improvement of the online teaching and learning process.
在医学领域，窥阴癖可以被描述为害怕被观看或盯着看。尽管窥阴癖在远程学习场景中具有相关性，这些场景一直存在，并在医学教育的大流行期间得到了极大的扩展，但全球范围内关于这个主题的研究却非常罕见。因此，为了填补这一空白，对医学生进行了一项横断面研究，以评估窥阴癖与在线学习疲劳的患病率之间的关联。
在巴西的医学院进行了一项横断面、定量、分析研究。为了评估窥阴癖的风险，根据该主题的文献开发了问题。使用了 Zoom 疲劳和疲劳量表 (ZEF)，并且这些问题目前已经针对巴西葡萄牙语进行了验证。还使用了逻辑回归模型来评估窥阴癖风险和 ZEF 评分之间的关系。
共有来自巴西的 283 名学生参与了这项研究。中位数年龄为 23 岁，64%的参与者为女性。共有 14.5%的人被认为有窥阴癖的高风险。研究发现，在校正性别、收入和家庭居民人数后，窥阴癖和总的 Zoom 疲劳评分仍然相关。对于总分，量表上的每增加一个点，窥阴癖的几率就会增加 3%，对于整体领域，几率增加 19%（p 值均<0.05）。
总之，这项研究表明，有窥阴癖的学生具有显著的相关性，这需要教师采取差异化的方法。窥阴癖的原因通常是具体的，具有超出常规教学管理的心理起源。因此，需要采取激励策略，从总体和个体化的角度，旨在促进在线教学和学习过程的改善。
