Vitaliano P P, Russo J, Carr J E, Heerwagen J H
J Nerv Ment Dis. 1984 Dec;172(12):730-6. doi: 10.1097/00005053-198412000-00006.
This study examined the relative importance of medical school pressures according to their relationship with symptoms of anxiety, as evaluated by a standardized/normative measure of anxiety. As many as 206 (34 per cent) of the total sample (N = 605) of students reported symptoms of anxiety above the median of a normative population of psychiatric outpatients. Using multiple regression, six medical school experiences significantly accounted for 36 per cent of the variance in anxiety scores. These included: perceived threat, mastering knowledge, anonymity, little time for personal activities, peer competition, and long hours. These results are important for two reasons. Contrary to the traditional belief that stressful experiences are necessary for future medical practice, research suggests that stress and anxiety are major causes of cognitive dysfunction. The identification of those experiences that are most anxiety provoking should help therapists and educators to develop intervention strategies in order to reduce anxiety and increase the quality of medical education.
本研究根据医学院压力与焦虑症状的关系，通过标准化/规范性焦虑测量方法，考察了医学院压力的相对重要性。在学生总样本（N = 605）中，多达206人（34%）报告的焦虑症状高于精神科门诊患者规范性人群的中位数。通过多元回归分析，六种医学院经历显著解释了焦虑得分中36%的方差。这些经历包括：感知到的威胁、知识掌握、匿名性、个人活动时间少、同伴竞争和长时间学习。这些结果之所以重要，有两个原因。与传统观念认为压力经历对未来医疗实践是必要的相反，研究表明压力和焦虑是认知功能障碍的主要原因。识别那些最容易引发焦虑的经历，应有助于治疗师和教育工作者制定干预策略，以减轻焦虑并提高医学教育质量。
