Szemik Szymon, Gajda Maksymilian, Kowalska Małgorzata
The Medical University of Silesia in Katowice, Katowice, Poland (Department of Epidemiology, School of Medical Sciences in Katowice).
Int J Occup Med Environ Health. 2024 Dec 9;37(5):495-507. doi: 10.13075/ijomeh.1896.02475. Epub 2024 Nov 28.
Medical students experience numerous demands during the education process, which determine their quality of life (QoL). In particular, the first years of medical studies are a challenge for students. This paper aims to identify and evaluate the quality of life with simultaneous assessment of their determinants in Polish medical students in Poland during longitudinal observation.
The authors analyzed data collected from the first follow-up of the cohort study named POLLEK (Polski Lekarz - The Polish Physician) conducted among medical students at the Medical University of Silesia in Katowice, Poland. The QoL was assessed using the abbreviated version of the (WHOQOL-BREF) questionnaire. Students were followed at 2 points of time: in their first year of studies - the academic year 2021/2022 (T1) (N = 427), and then in their second year - the academic year 2022/2023 (T2) (N = 335).
Changes in QoL indicators were analyzed using paired data. A significant decrease in the QoL scores in the somatic and psychological domain in T2 was observed, while scores in the environmental domain showed an increase by T2. In addition, it was found that better self-rated health (SRH), higher physical activity (PA), and better socioeconomic status (SES) were the key determinants of higher quality of life domains across both T1 and T2 domains.
In conclusion, although the overall QoL remained stable throughout the observation period, the QoL in the somatic and psychological domains deteriorated among medical students between T1 and T2. However, there was a slight improvement in the environmental domain during the second year. The observations suggest that medical schools should actively promote a balance between schoolwork and the personal life of medical students, and courses on coping with difficult, stressful situations. These activities should be introduced at an early stage of medical education. Int J Occup Med Environ Health. 2024;37(5):495-507.
医学生在教育过程中面临诸多要求，这些要求决定了他们的生活质量（QoL）。特别是医学学习的头几年对学生来说是一项挑战。本文旨在通过纵向观察，同时评估波兰医学生生活质量的决定因素，来识别和评估其生活质量。
作者分析了在波兰卡托维兹西里西亚医科大学的医学生中进行的名为POLLEK（波兰医生）队列研究首次随访收集的数据。使用世界卫生组织生活质量简表（WHOQOL - BREF）问卷评估生活质量。在两个时间点对学生进行随访：在他们学习的第一年——2021/2022学年（T1）（N = 427），然后在第二年——2022/2023学年（T2）（N = 335）。
使用配对数据对生活质量指标的变化进行了分析。观察到T2时躯体和心理领域的生活质量得分显著下降，而环境领域的得分在T2时有所增加。此外，发现自我评估健康状况（SRH）更好、身体活动（PA）水平更高以及社会经济地位（SES）更好是T1和T2两个阶段生活质量更高领域的关键决定因素。
总之，尽管在整个观察期内总体生活质量保持稳定，但医学生在T1和T2之间躯体和心理领域的生活质量有所下降。然而，第二年环境领域有轻微改善。观察结果表明，医学院校应积极促进医学生学业与个人生活之间的平衡，并开设应对困难、压力情况的课程。这些活动应在医学教育的早期阶段开展。《国际职业医学与环境卫生杂志》。2024；37(5)：495 - 507。
