Hawsawi Aisha Ali, Nixon Neil, Nixon Elena
Institute of Mental Health, Mental Health and Clinical Neurosciences, School of Medicine, University of Nottingham, Nottingham, United Kingdom.
School of Education, Health and Behavioral Sciences, Dar Al-Hekma University, Jeddah, Saudi Arabia.
PLoS One. 2025 Feb 6;20(2):e0318399. doi: 10.1371/journal.pone.0318399. eCollection 2025.
In recent years, increased awareness of the psychological wellbeing of healthcare professionals and students has become a pressing public health issue affecting care delivery. Medical students undergo rigorous training programs that can affect their psychological wellbeing. Despite increased awareness of mental health issues among medical students, research often focuses on negative aspects, overlooking potential positive contributors to wellbeing. This study aims to explore both negative and positive factors influencing medical students' psychological wellbeing, considering coping strategies and personality traits to inform targeted support measures for diverse student needs.
A mixed-methods approach was employed to investigate medical students' psychological wellbeing, coping strategies, and personality traits. Quantitative data was gathered via self-report questionnaires and analysed using regression models. Additionally, qualitative insights were obtained from semi-structured interviews and analysed thematically to capture students' perceptions and experiences.
The analysis revealed moderate to high levels of stress, anxiety, and depression among medical students, along with decreased life satisfaction. Regression analysis showed that problem-focused coping positively impacted medical students' psychological wellbeing, whereas emotion-focused and avoidance coping showed less favourable effects. Notably, problem-focused coping partially mediated the relationship between stress and depression. Furthermore, personality traits, particularly agreeableness and conscientiousness, played a pivotal role in shaping medical students' coping strategies and mental health outcomes. Based on thematic analysis, codes gave rise to three overarching themes and corresponding subthemes.
The study underscores the significance of addressing both positive and negative factors impacting medical students' wellbeing and highlights the need for tailored support considering individual personality traits that influence coping strategies and mental health. It also identifies challenges within medical education, emphasising the necessity for stress management programs, mental health support, and curricula promoting problem-solving skills. Prioritising medical students' wellbeing may not only foster good mental health among future professionals but may also enhance future healthcare quality.
近年来，提高对医护人员和医学生心理健康的认识已成为影响医疗服务提供的紧迫公共卫生问题。医学生要接受严格的培训项目，这可能会影响他们的心理健康。尽管人们对医学生心理健康问题的认识有所提高，但研究往往侧重于负面因素，忽视了对幸福感有潜在积极影响的因素。本研究旨在探讨影响医学生心理健康的负面和正面因素，同时考虑应对策略和人格特质，以便为满足不同学生的需求制定有针对性的支持措施。
采用混合方法研究医学生的心理健康、应对策略和人格特质。通过自我报告问卷收集定量数据，并使用回归模型进行分析。此外，通过半结构化访谈获得定性见解，并进行主题分析以了解学生的看法和经历。
分析显示医学生存在中度至高度的压力、焦虑和抑郁，生活满意度下降。回归分析表明，以问题为中心的应对方式对医学生的心理健康有积极影响，而以情绪为中心和回避型应对方式的影响则不太有利。值得注意的是，以问题为中心的应对方式部分介导了压力与抑郁之间的关系。此外，人格特质，尤其是宜人性和尽责性，在塑造医学生的应对策略和心理健康结果方面起着关键作用。基于主题分析，编码产生了三个总体主题和相应的子主题。
该研究强调了应对影响医学生幸福感的正面和负面因素的重要性，并突出了根据影响应对策略和心理健康的个人人格特质提供量身定制支持的必要性。研究还指出了医学教育中的挑战，强调了压力管理项目、心理健康支持以及培养解决问题能力的课程的必要性。优先考虑医学生的幸福感不仅可以促进未来专业人员的良好心理健康，还可以提高未来的医疗质量。
