10.5061/DRYAD.2JM63XSKJ
Lane, Abbie
0000-0002-6860-4586
University College Dublin
Jack, McGrath
Cardiff University
Emer, Cleary
University College Dublin
Allys, Guerandel
University College Dublin
Kevin M., Malone
0000-0001-5665-4706
University College Dublin
Worried, weary and worn out: a mixed methods study of stress and wellbeing
in final year medical students
Dryad
dataset
2020
2020-11-09T00:00:00Z
2020-11-09T00:00:00Z
en
53520 bytes
5
CC0 1.0 Universal (CC0 1.0) Public Domain Dedication
Objectives: Although there is much focus on burnout and psychological
distress amongst doctors, studies about stress and wellbeing in medical
students are limited but could inform early intervention and prevention
strategies. Design: The primary aim of this mixed methods, cross-sectional
survey was to compare objective and subjective levels of stress in Final
Year Medical students (2017) and to explore their perspectives on the
factors they considered relevant to their wellbeing. Setting: University
College Dublin, the largest University in Ireland. Participants: 161 of
235 medical students participated in this study (response rate 69%).
Results: 65.2% of students scored over accepted norms for the Perceived
Stress Scale (34.8% low; 55.9% moderate; 9.3% high). 35% scored low; 28.7%
moderate and 36.3% high on the Subjective Stress Scale. Thematic Analysis
identified worry about exams, relationships, concern about future,
work-life balance and finance; 1 in 3 students reported worry,
irritability and hostility; many felt worn out. Cognitive impacts included
over-thinking, poor concentration, sense of failure, hopelessness and
procrastination. Almost a third reported sleep and appetite disturbance,
fatigue and weariness. A quarter reported a “positive reaction” to
stress. Positive strategies to manage stress included connection and
talking, exercise, non-study activity and meditation. Unhelpful
strategies included isolation and substance use. No student reported using
the college support services or sought professional help. Conclusions:
Medical students experience high levels of psychological distress, similar
to their more senior doctor colleagues. They are disinclined to avail of
traditional college help services. Toxic effects of stress may impact
their cognition, learning, engagement and empathy and increase patient
risk and adverse outcomes. The focus of wellbeing in doctors should be
extended upstream and embedded in the curriculum where it could prevent
future burnout, improve retention to the profession and deliver better
outcomes for patients.
The participants in this study were Final Year Medical Students from
Ireland’s largest University, University College Dublin (UCD). A typical
final medical year is made up of around 240 students who are divided into
four groups and then rotate through the different specialities of
Paediatrics, Obstetrics and Gynaecology, Public Health, Medicine of the
Elderly, General Practice and Psychiatry. The class included both
Graduate Entry (GEM) and undergraduate (non-GEM) students. In UCD GEM and
undergraduate students come together at year 4. Students were informed of
the study and invited to participate in week five of their six-week
Psychiatry Module. Data was collected as part of a larger project that
examines the impact of an eLearning module on Stress and Self-care. We
embedded a new problem based small group teaching module on stress and
self-care within the curriculum at pre-clinical and clinical teaching. We
further developed an interactive eLearning module on Stress and Self-care
and made this available to the same groups. The present study is
descriptive and mixed-methods in nature and focuses on baseline stress
levels in medical students prior to exposure to any educational
intervention, embedded or electronic. Students were assured that all data
was anonymised and confidential. Ethical approval for the study was
obtained from the Head of School in accordance with University College
Dublin Regulations. Due to the sensitive nature of the questions, students
were informed of the student support services available to them and
encouraged to seek help if needed.
Data presented in Excel format. See also Questionnaire relating to the dataset.