Mitchell R E, Matthews J R, Grandy T G, Lupo J V
J Med Educ. 1983 May;58(5):367-72. doi: 10.1097/00001888-198305000-00001.
In a study reported in this article, the authors investigated the presence of stress in two successive classes of first-year medical students at a private midwestern medical school. Support groups, didactic sessions, and no-contact control conditions were used. Few differences in personality measures were found among the groups, and all group means were within the normal range. Support groups did not facilitate academic performance. The results bring into question the previously reported extent of chronic stress among students in the first year of medical school as well as the need for support groups in this population.
在本文所报道的一项研究中，作者调查了中西部一所私立医学院连续两届一年级医学生的压力状况。研究采用了支持小组、教学课程以及无接触对照条件。在各小组之间，人格测量方面几乎没有发现差异，且所有小组的均值都在正常范围内。支持小组并未促进学业表现。这些结果对先前报道的医学院一年级学生慢性压力程度以及该群体对支持小组的需求提出了质疑。
