Sarnowska Pola, Terech Julia, Bikowska Klaudia, Guziak Mateusz, Walkiewicz Maciej
Faculty of Medicine, Student Scientific Circle of Psychology, Medical University of Gdańsk, Gdańsk, Poland.
Department of Psychology, Faculty of Health Sciences with the Institute of Maritime and Tropical Medicine, Medical University of Gdańsk, Gdańsk, Poland.
BMC Med Educ. 2025 May 16;25(1):714. doi: 10.1186/s12909-025-07287-4.
The demanding nature of the medical career path leads to reflection on the motivations, values and expectations of medical students towards their course, their satisfaction with its components and the stress they experience. Research suggests that these parameters may change in the course of the studies, which may be linked to varying forms of the training and students' personal circumstances. The following study aimed to analyse differences in these areas across various stages of medical education.
A total of 334 Polish medical students in 1st, 4th and 6th year were surveyed. The study included questionnaires to assess motivations for choosing medical studies, satisfaction with them, students' values, competencies developed during the studies and the Brief Resilience Scale. Additional questions addressed students' life situation and stress levels, preferred medical specialties, and alternative career paths. The Mann-Whitney U test with Benjamini-Hochberg p-value correction was applied to analyse motivation, health and stress levels, and satisfaction. Fisher's exact test with Benjamini-Hochberg p-value correction was applied to assess life values, competencies, medical specialty preferences and alternative paths.
Significant differences were found in motivations to study such as interests, high income and social prestige, as well as in health assessment and stress levels, satisfaction with the university, relationships with peers and teachers, various classes, practical skills, workload and time spent on studies. Life values showed shifts in the importance of peace and quiet, education, achievement and fame. Competencies gained and expected to develop differed by the year of study. Resilience levels showed no significant changes across the groups. Few notable results were found regarding the changes in specialty preferences or consideration of alternative career paths.
As students advance in their medical education, extrinsic motivations such as financial gain and prestige become less prominent, but intrinsic motivations like interest in the subject also decrease. Satisfaction with medical education diminishes over time, particularly in areas related to the university, relationships, or skills. Values such as achievement, fame and education gradually become less important. Interpersonal and analytical skills appear to develop more prominently in the later stages of training. Stress levels typically peak around the fourth year of study.
医学职业道路要求苛刻，这促使人们思考医学生对其课程的动机、价值观和期望，他们对课程组成部分的满意度以及所经历的压力。研究表明，这些参数可能在学习过程中发生变化，这可能与不同形式的培训和学生的个人情况有关。以下研究旨在分析医学教育各个阶段在这些方面的差异。
对334名波兰一年级、四年级和六年级的医学生进行了调查。该研究包括问卷，以评估选择医学专业的动机、对医学专业的满意度、学生的价值观、学习期间培养的能力以及简易复原力量表。其他问题涉及学生的生活状况和压力水平、偏好的医学专业以及其他职业道路。采用经本雅明尼-霍赫贝格p值校正的曼-惠特尼U检验来分析动机、健康和压力水平以及满意度。采用经本雅明尼-霍赫贝格p值校正的费舍尔精确检验来评估生活价值观、能力、医学专业偏好和其他职业道路。
在学习动机方面，如兴趣、高收入和社会声望，以及健康评估、压力水平、对大学的满意度、与同学和教师的关系、各类课程、实践技能、工作量和学习时间等方面发现了显著差异。生活价值观在宁静、教育、成就和名声的重要性方面出现了变化。所学年份不同，所获得和期望培养的能力也有所不同。各群体之间的复原力水平没有显著变化。在专业偏好的变化或对其他职业道路的考虑方面，几乎没有发现显著结果。
随着医学生医学教育的推进，诸如经济收益和声望等外在动机变得不那么突出，但对学科的兴趣等内在动机也会下降。对医学教育的满意度会随着时间的推移而降低，尤其是在与大学、人际关系或技能相关的领域。成就、名声和教育等价值观逐渐变得不那么重要。人际和分析技能在培训后期似乎发展得更为突出。压力水平通常在学习的第四年左右达到峰值。
