Song Li, Xiao Rong, Wang Changjing, Li Chaoyang, Liu Qi, Zhang Ying, Liu Zhen, Zhang Lei, Zhang Ming
Qingdao Medical College, Qingdao University, Qingdao, China.
Normal College of Qingdao University, Qingdao University, Qingdao, China.
Front Psychol. 2024 Dec 12;15:1467830. doi: 10.3389/fpsyg.2024.1467830. eCollection 2024.
Test anxiety, a prevalent psychological issue among medical students, can profoundly impact their social, behavioral, and emotional development. This condition is significantly associated with challenges in emotional regulation, and to date, no effective clinical treatment has been established to address it. This study aimed to investigate the potential benefits and effects of group impromptu music therapy (GIMT) on enhancing emotional regulation skills and alleviating test anxiety in medical students.
A total of 29 participants in the experimental group and 30 participants in the control group were finally included for data analysis. Four weeks prior to the final exams, the experimental group commenced GIMT treatment, while the control group did not receive any intervention. Following the four-week intervention period, both groups were assessed using standardized scales and follow-up semi-structured interviews.
The results revealed that students given the GIMT intervention reported significantly lower levels of test anxiety, as measured by the Test Anxiety Scale (TAS), and experienced fewer difficulties with emotional regulation, as indicated by the Difficulties in Emotion Regulation Scale (DERS). Additionally, these students achieved higher examination scores than the control group. Qualitative data from semi-structured interviews further supported these observations.
Collectively, these findings demonstrate that GIMT is an effective method for enhancing the emotional regulation abilities of medical students and for relieving the symptoms of test anxiety, ultimately resulting in better academic performance. The study also indicates that GIMT could be a promising clinical auxiliary method for dealing with test anxiety and should be considered for inclusion in the curriculum of healthcare professional education programs. Nonetheless, more efforts are needed to address the limitations of this method before it can be widely used for clinical practice.
考试焦虑是医学生中普遍存在的心理问题，会对他们的社交、行为和情感发展产生深远影响。这种情况与情绪调节方面的挑战显著相关，迄今为止，尚未建立有效的临床治疗方法来解决这一问题。本研究旨在探讨团体即兴音乐疗法（GIMT）对提高医学生情绪调节技能和缓解考试焦虑的潜在益处和效果。
最终纳入29名实验组参与者和30名对照组参与者进行数据分析。在期末考试前四周，实验组开始GIMT治疗，而对照组未接受任何干预。在为期四周的干预期结束后，两组均使用标准化量表进行评估，并进行随访半结构化访谈。
结果显示，通过考试焦虑量表（TAS）测量，接受GIMT干预的学生报告的考试焦虑水平显著降低，并且如情绪调节困难量表（DERS）所示，他们在情绪调节方面遇到的困难较少。此外，这些学生的考试成绩高于对照组。半结构化访谈的定性数据进一步支持了这些观察结果。
总体而言，这些发现表明GIMT是提高医学生情绪调节能力和缓解考试焦虑症状的有效方法，最终可带来更好的学业成绩。该研究还表明，GIMT可能是一种有前景的应对考试焦虑的临床辅助方法，应考虑纳入医疗保健专业教育项目的课程中。尽管如此，在该方法能够广泛应用于临床实践之前，还需要做出更多努力来解决其局限性。
