Level of stress in Final year MBBS students at Rural Medical College: A Cross-sectional Study.
-
Shelke Umesh S
1
, Kunkulol Rahul R
2
, Narwane Sandeep P
3
Abstract:
Introduction:
Stress, defined as an imbalance between environmental conditions necessary for survival and the ability of individuals to adapt to those conditions, has a high prevalence in MBBS students. A variety of stressors play a significant role in developing stress.
Objective:
To study the level of stress and stressors responsible in Final MBBS students of Rural Medical College, Loni.
Methods
: A descriptive cross sectional study was carried out in 100 students (50 of either sex) willing to participate in the study. They were subjected to fill the Medical Student Stressor Questionnaire, which consists of 40 questions for evaluating the stressors and severity of stress perceived by the subjects.
Results
: 71% subjects perceived moderate stress, while 13% and 16% perceived high and mild stress respectively. Academic stressor counted for moderate stress in 63% and high stress in 24 % of subjects, which was higher than other stressors.
Conclusion
: Academic stressors being the major stressor perceived,Strategies are required to decrease the burden of academic stress in the students.
Introduction
Stress is defined as an imbalance between environmental conditions necessary for survival and the ability of individuals to adapt to those conditions
1
.Studies have revealed a high prevalence of stress in medical students, ranging from 30% to 50%
2-7
. Learning a lot of new information in relatively short time, with pressure of exams,cause development of stress in medical students
8
. A stressor is defined as a personal or environmental event that causes stress
9, 10
.
Stressors of medical students can be grouped into academic related, intrapersonal and interpersonal related, teaching and learning-related, social related, drive and desire related and group activities related stressors
3
. One or more of such stressors might act at the same time and contribute in development of stress among students.
Excessive amount of stress in medical training predisposes students to have difficulties in solving interpersonal conflicts,sleeping disorder, decreased attention, reduced concentration, temptation to cheat on exams, depression, loss of objectivity, increased incidence of errors, and improper behavior, such as negligence. Stress may also manifest in the form of headaches, gastrointestinal disorders, coronary heart disease, impaired judgments, absenteeism, self-medication, suicidal ideation, depression and the consumption of drugs and alcohol
11,12
.
A few studies in India have studied the prevalence of stress and stressors responsible in medical students. The present study (references from folder Indian references) was planned to study of stress in last year medical students at Rural Medical College.
Methods
A descriptive cross sectional study was conducted with a study population of 100 medical students (50 of either sex) in III MBBS from Rural Medical College, Loni, Ahmednagar. Duration of the study conducted form 1
st
February 2014 to
1st
March 2014.
IEC approval was taken before the commencement of study.
Students who were ready to give consent were enrolled in the study and inclusion and exclusion criteria were applied. III MBBS students of either sex consenting to participate were included in the study. Students not ready to participate or of other year were excluded from the study.
The participants were subjected toMedical Student Stressor Questionnaire (MSSQ)
3
The MSSQ consists of 40 items representing the six stressor domains.Each item were answered in the form of score as
|
Grades |
Details |
|
0 |
No stress |
|
1 |
Mild stress |
|
2 |
Moderate stress |
|
3 |
High stress. |
|
4 |
Severe stress. |
The 40 items were divide into sections A(20 items) and B(20 items) respectively. Total score of A and B of each domain were divided by following value and results were interpreted.
1. Academic related stressors (ARS) =13
2. Intrapersonal and interpersonal related stressors (IRS) =7
3. Teaching and learning-related stressors (TLRS) =7
4. Social related stressors (SRS) =6
5. Drive and desire related stressors (DRS) =3
6. Group activities related stressors (GARS) =4
Interpretation:
0.00-1.00 causes mild stress
1.01-2-00 causes moderate stress
2.01-3.00 causes high stress.
3.01-4.00 causes Severe stress.
The mild type of stress means it does not cause any or mild stress. The moderate type indicated that it caused reasonable but manageable stress. The high type of stress indicated lot of stress and causes emotional disturbances and mildly compromises daily activities. The severe stress indicates severe emotional disturbances and compromise of daily activities.
Statistical Analysis
: Data were analyzed by Chi- square test.
Results:
Moderate type of stress due to academic related stressors was commonly seen in final year MBBS students in both genders. 33% females and 30% malesshowed Moderate type of stress. 15% femalesshowed high type of stress as compared to 9% in males.Severe type of stress was seen in one male. 80% of males and 96% of females suffered from moderate, high or severe type of stress due to academic related stressors. (Table 1)
Table: 1Distribution between Academic related stressors (ARS) and Gender
|
|
|
|
|
|
|
1. |
Mild (0-1) |
10(20%) |
2(4%) |
12(12%) |
|
2. |
Moderate (1-2) |
30(60%) |
33(66%) |
63(63%) |
|
3. |
High |
9(18%) |
15(30%) |
24(24%) |
|
4. |
Severe |
1(2%) |
0(0%) |
1(1%) |
|
Total |
50(100%) |
50(100%) |
100(100%) |
|
Value of ?² =7.976, d.f. = 3, significant, p<0.05
By applying g Chi-square test there is a significant association between ARS and gender (p<0.05)
Table: 2 Distribution between Intrapersonal and interpersonal related stressors (IRS)
|
|
|
|
|
|
|
1. |
Mild |
15(30%) |
13(26%) |
28(28%) |
|
2. |
Moderate |
25(50%) |
29(58%) |
54(54%) |
|
3. |
High |
10(20%) |
8(16%) |
18(18%) |
|
4. |
Severe |
0(0%) |
0(0%) |
0(0%) |
|
Total |
50(100%) |
50(100%) |
100(100%) |
|
Table 2 showsfrequency of stress due to IRS. Moderate type of stress due to intrapersonal and interpersonal related stressors in final year MBBS students was high in both gender. 29% females and 25% males showed moderate type of stress. 10% malesand 8% femalesshowedhigh type of stress due to intrapersonal and interpersonal related stressors. 70% of males and 74% of females suffered from moderate to high type of stress in this category.
Table: 3 Distribution between Teaching and learning-related stressors (TLRS) and Gender.
|
|
|
|
|
|
|
1. |
Mild |
17(34%) |
11(22%) |
28(28%) |
|
2. |
Moderate |
29(58%) |
30(60%) |
59(59%) |
|
3. |
High |
4(8%) |
9(18%) |
13(13%) |
|
4. |
Severe |
0(0%) |
0(0%) |
0(0%) |
|
Total |
50(100%) |
50(100%) |
100(100%) |
|
Value of ?² =3.226, d.f.=2, significant, p<0.05
By applying g Chi-square test there is a significant association between Teaching and learning-related stressors (TLRS) and sex (p<0.05)
Table 3 showed more number of moderate type of stress due to teaching and learning-related stressors (TLRS) in final year MBBS students in both gender. 30% females and 29% malesshowed moderate type of stress. 17% males showed mild type of stress and 9% femalesshowed high type of stress due to teaching and learning-related stressors (TLRS). 66% of males and 78% of females suffered from moderate to high type of stress.
Table: 4 Distribution between Social related stressors (SRS) and Gender
|
|
|
|
|
|
|
1. |
Mild |
20(40%) |
14(28%) |
34(34%) |
|
2. |
Moderate |
26(52%) |
28(64%) |
54(54%) |
|
3. |
High |
4(8%) |
8(16%) |
12(12%) |
|
4. |
Severe |
0(0%) |
0(0%) |
0(0%) |
|
Total |
50(100%) |
50(100%) |
100(100%) |
|
Table 4 displays more moderate type of stress due to social related stressors (SRS) in final year MBBS students in both genders. 28% females and 26% males showed moderate type of stress. 20% malesshowed mild type of stress and 8% femalesshowed high type of stress due to social related stressors (SRS). 60% of males and 80% of females showed moderate to high type of stress.
Table: 5Association between Drive and desire related stressors (DRS) and Gender
|
|
|
|
|
|
|
1. |
Mild |
31(62%) |
24(48%) |
55(55%) |
|
2. |
Moderate |
16(32%) |
19(38%) |
35(35%) |
|
3. |
High |
3(6%) |
5(10%) |
8(8%) |
|
4. |
Severe |
0(0%)
Categories:
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