medigraphic.com
ISSN 0185-3325 (Impreso)
Órgano Oficial del Instituto Nacional de Psiquiatría Ramón de la Fuente Muñiz

2023, Número 3

<< Anterior Siguiente >>

Salud Mental 2023; 46 (3)


Perceived academic stress in Mexican medical students. The role of sex emotional distress, burnout, academic-social support, current abuse experiences, and coping strategies

Guízar SDP, Sampieri CR, Inclán RV, Muñoz CA

Idioma: Ingles.
Referencias bibliográficas: 50
Paginas: 155-163
Archivo PDF: 237.86 Kb.


RESUMEN

Introducción. El estrés académico es un problema común entre los estudiantes de medicina que tiene un impacto negativo a nivel fisiológico, social y de aprendizaje. El estrés académico percibido (PAS) indica lo estresado que está un estudiante por cuestiones académicas durante un periodo de tiempo determinado y la capacidad para manejar ese estrés. Objetivo. Determinar la prevalencia del PAS y evaluar los posibles factores de riesgo, centrándose en las diferencias por sexo, burnout, el malestar emocional, el apoyo académico- social y las estrategias de afrontamiento. Método. Se realizó un estudio transversal, retrospectivo y comparativo a través de una encuesta en línea con estudiantes de medicina dispuestos a participar de forma anónima. Resultados. Todos los estudiantes reportaron PAS y la mayoría en un grado moderado-severo. Comparando la presencia de maltrato dentro del ámbito académico entre hombres y mujeres, encontramos diferencias en la frecuencia de denuncia de maltrato emocional y sexual. Asimismo, encontramos diferencias en el apoyo social académico percibido por parte de docentes y familiares. El análisis de regresión logística múltiple mostró que el sexo y el abuso sexual actual dentro de la escuela tenían la asociación más fuerte con PAS, seguidos por antecedentes familiares de depresión y menos apoyo social académico percibido por parte de la familia. Discusión y conclusión. La identificación oportuna de las personas en riesgo será fundamental para establecer estrategias preventivas para limitar el impacto de PAS, programas de manejo del estrés, capacitación en habilidades de afrontamiento y ofrecer alternativas terapéuticas rápidas cuando sea necesario.


REFERENCIAS (EN ESTE ARTÍCULO)

  1. Abdel Wahed, W. Y., & Hassan, S. K. (2017). Prevalence and associated factorsof stress, anxiety and depression among medical Fayoum Universitystudents. Alexandria Journal of Medicine, 53(1), 77-84. doi: 10.1016/j.ajme.2016.01.005

  2. Aihie, O. N., & Ohanaka, B. I. (2019). Perceived Academic Stress amongUndergraduate Students in a Nigerian University. Journal of Educational andSocial Research, 9(2), 56-66. doi: 10.2478/jesr-2019-0013Alzahrani, A. M., Hakami, A., AlHadi, A., Batais, M. A., Alrasheed, A. A., &

  3. Almigbal, T. H. (2020). The interplay between mindfulness, depression, stressand academic performance in medical students: A Saudi perspective. PLOSONE, 15(4), e0231088. doi: 10.1371/journal.pone.0231088

  4. Amir, M., Dahye, K., Duane, C., & Wendy, L. W. (2018). Medical Student andResident Burnout: A Review of Causes, Effects, and Prevention. Journalof Family Medicine and Disease Prevention, 4(4). doi: 10.23937/2469-

  5. 5793/15100945. Avila-Carrasco, L., Díaz-Avila, D. L., Reyes-López, A., Monarrez-Espino, J., Garza-Veloz, I., Velasco-Elizondo, P., … Martinez-Fierro, M. L. (2023). Anxiety,depression, and academic stress among medical students during the COVID-19pandemic. Frontiers in Psychology, 13. doi: 10.3389/fpsyg.2022.1066673

  6. Azzahra, F., & Paramita, R. W. (2019). The Effect of Resilience toward PsychologicalDistress Among Female Medical Students. Proceedings of the 4th ASEANConference on Psychology, Counselling, and Humanities (ACPCH 2018). SuratThani, Thailand. doi: 10.2991/acpch-18.2019.26

  7. Bacchi, S., & Licinio, J. (2017). Resilience and Psychological Distress in Psychologyand Medical Students. Academic Psychiatry, 41(2), 185-188. doi: 10.1007/s40596-016-0488-0

  8. Banda Guzmán, J., Robles Francia, V. H., & Lussier, R. (2021). Validación delMaslach Burnout Inventory en estudiantes universitarios de El Bajío mexicano.RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo,12(23). doi: 10.23913/ride.v12i23.1092

  9. Barbayannis, G., Bandari, M., Zheng, X., Baquerizo, H., Pecor, K. W., & Ming,X. (2022). Academic Stress and Mental Well-Being in College Students:Correlations, Affected Groups, and COVID-19. Frontiers in Psychology, 13.doi: 10.3389/fpsyg.2022.886344

  10. Barraza Macias, A. (2007). El Inventario SISCO del Estrés Académico. LaInvestigación Educativa en la Universidad Pedagógica de Durango, 2(7), 89-93.

  11. Bergmann, C., Muth, T., & Loerbroks, A. (2019). Medical students՚ perceptions ofstress due to academic studies and its interrelationships with other domainsof life: a qualitative study. Medical Education Online, 24(1), 1603526. doi:10.1080/10872981.2019.1603526

  12. Broks, V. M. A., Stegers-Jager, K. M., van der Waal, J., van den Broek, W. W.,& Woltman, A. M. (2022). Medical students’ crisis-induced stress and theassociation with social support. PLOS ONE, 17(12), e0278577. doi: 10.1371/journal.pone.0278577

  13. Castro, R., & Villanueva Lozano, M. (2018). Violencia en la práctica médica enMéxico: un caso de ambivalencia sociológica. Estudios Sociológicos de ElColegio de México, 36(108), 539-569. doi: 10.24201/es.2018v36n108.1648

  14. Collin, V., O’Selmo, E., & Whitehead, P. (2020). Stress, psychological distress,burnout and perfectionism in UK dental students. British Dental Journal,229(9), 605-614. doi: 10.1038/s41415-020-2281-4

  15. Dyrbye, L. N., Thomas, M. R., & Shanafelt, T. D. (2006). Systematic Review ofDepression, Anxiety, and Other Indicators of Psychological Distress AmongU.S. and Canadian Medical Students. Academic Medicine, 81(4), 354-373. doi:10.1097/00001888-200604000-00009

  16. Dyrbye, L., & Shanafelt, T. (2016). A narrative review on burnout experiencedby medical students and residents. Medical Education, 50(1), 132-149. doi:10.1111/medu.12927

  17. Fnais, N., Soobiah, C., Chen, M. H., Lillie, E., Perrier, L., Tashkhandi, M., … Tricco,A. C. (2014). Harassment and Discrimination in Medical Training: A SystematicReview and Meta-Analysis. Academic Medicine, 89(5), 817-827. doi: 10.1097/acm.0000000000000200

  18. Freire, C., Ferradás, M. del M., Regueiro, B., Rodríguez, S., Valle, A., & Núñez,J. C. (2020). Coping Strategies and Self-Efficacy in University Students:A Person-Centered Approach. Frontiers in Psychology, 11. doi: 10.3389/fpsyg.2020.00841

  19. Gómez- Molinero, R., Zayas, A., Ruíz-González, P., & Guil, R. (2018). Optimism andresilience among university students. International Journal of Developmentaland Educational Psychology. Revista INFAD de Psicología, 1(1), 147. doi:10.17060/ijodaep.2018.n1.v1.1179

  20. Graves, B. S., Hall, M. E., Dias-Karch, C., Haischer, M. H., & Apter, C. (2021).Gender differences in perceived stress and coping among college students.PLOS ONE, 16(8), e0255634. doi: 10.1371/journal.pone.0255634

  21. Guzmán-Castillo, A., Bustos, N. C., Zavala, S. W., & Castillo-Navarrete, J. L.(2022). Inventario SISCO del estrés académico: revisión de sus propiedadespsicométricas en estudiantes universitarios. Terapia Psicológica, 40(2), 197-211. doi: 10.4067/s0718-48082022000200197

  22. Heinen, I., Bullinger, M., & Kocalevent, R.-D. (2017). Perceived stress in first yearmedical students - associations with personal resources and emotional distress.BMC Medical Education, 17(1), 4. doi: 10.1186/s12909-016-0841-8

  23. Herman, J. P., McKlveen, J. M., Ghosal, S., Kopp, B., Wulsin, A., Makinson, R.,… Myers, B. (2016). Regulation of the Hypothalamic‐Pituitary‐AdrenocorticalStress Response. Comprehensive Physiology, 6(2), 603-621. doi: 10.1002/cphy.c150015

  24. Hill, M. R., Goicochea, S., & Merlo, L. J. (2018). In their own words: stressors facingmedical students in the millennial generation. Medical Education Online, 23(1),1530558. doi: 10.1080/10872981.2018.1530558

  25. John, K. A., & Naik, P. R. (2020). Do the undergraduate medical students perceivestress and what are the stressors? International Journal of Community MedicineAnd Public Health, 7(3), 877. doi: 10.18203/2394-6040.ijcmph20200934

  26. Kessler, R. C., Barker, P. R., Colpe, L. J., Epstein, J. F., Gfroerer, J. C., Hiripi,E., … Zaslavsky, A. M. (2003). Screening for Serious Mental Illness in theGeneral Population. Archives of General Psychiatry, 60(2), 184. doi: 10.1001/archpsyc.60.2.184

  27. Kessler, R. C., Green, J. G., Gruber, M. J., Sampson, N. A., Bromet, E., Cuitan,M., … Zaslavsky, A. M. (2010). Screening for serious mental illness in thegeneral population with the K6 screening scale: Results from the WHO WorldMental Health (WMH) survey initiative. International Journal of Methods inPsychiatric Research, 19(S1), 4-22. doi: 10.1002/mpr.310

  28. Kilic, R., Nasello, J. A., Melchior, V., & Triffaux, J.-M. (2021). Academic burnoutamong medical students: respective importance of risk and protective factors.Public Health, 198, 187-195. doi: 10.1016/j.puhe.2021.07.025

  29. Kim, B., Jee, S., Lee, J., An, S., & Lee, S. M. (2018). Relationships between socialsupport and student burnout: A meta-analytic approach. Stress and Health,34(1), 127-134. doi: 10.1002/smi.2771

  30. Lasheras, I., Gracia-García, P., Lipnicki, D., Bueno-Notivol, J., López-Antón, R., dela Cámara, C., … Santabárbara, J. (2020). Prevalence of Anxiety in MedicalStudents during the COVID-19 Pandemic: A Rapid Systematic Review withMeta-Analysis. International Journal of Environmental Research and PublicHealth, 17(18), 6603. doi: 10.3390/ijerph17186603

  31. Liu, Y., & Cao, Z. (2022). The impact of social support and stress on academicburnout among medical students in online learning: The mediating role ofresilience. Frontiers in Public Health, 10. doi: 10.3389/fpubh.2022.938132

  32. Mirza, A. A., Baig, M., Beyari, G. M., Halawani, M. A., & Mirza, A. A. (2021).Depression and Anxiety Among Medical Students: A Brief Overview. Advancesin Medical Education and Practice, 12, 393-398. doi: 10.2147/amep.s302897

  33. Neufeld, A., & Malin, G. (2021). How medical students cope with stress: a crosssectionallook at strategies and their sociodemographic antecedents. BMCMedical Education, 21(1), 299. doi: 10.1186/s12909-021-02734-4

  34. Ng, L., Lin, C., & Henning, M. A. (2020). A Narrative Review of DiscriminationExperienced by Medical Students. Medical Science Educator, 30(1), 577-584.doi: 10.1007/s40670-019-00878-z

  35. Ozbay, F., Johnson, D. C., Dimoulas, E., Morgan, C. A., Charney, D., & Southwick,S. (2007). Social support and resilience to stress: From neurobiology to clinicalpractice. Psychiatry (Edgmont), 4(5), 35-40.

  36. Pacheco, J. P., Giacomin, H. T., Tam, W. W., Ribeiro, T. B., Arab, C., Bezerra, I. M.,& Pinasco, G. C. (2017). Mental health problems among medical students inBrazil: a systematic review and meta-analysis. Revista Brasileira de Psiquiatria,39(4), 369-378. doi: 10.1590/1516-4446-2017-2223

  37. Philip, S., Molodynski, A., Barklie, L., Bhugra, D., & Chaturvedi, S. K. (2021).Psychological well-being and burnout amongst medical students in India: areport from a nationally accessible survey. Middle East Current Psychiatry, 28,54. doi: 10.1186/s43045-021-00129-1

  38. Prochaska, J. J., Sung, H.-Y., Max, W., Shi, Y., & Ong, M. (2012). Validity study ofthe K6 scale as a measure of moderate mental distress based on mental healthtreatment need and utilization. International Journal of Methods in PsychiatricResearch, 21(2), 88-97. doi: 10.1002/mpr.1349

  39. Romo-Nava, F., Bobadilla-Espinosa, R. I., Tafoya, S. A., Guízar-Sánchez, D. P.,Gutiérrez, J. R., Carriedo, P., & Heinze, G. (2019). Major depressive disorderin Mexican medical students and associated factors: A focus on current and pastabuse experiences. Journal of Affective Disorders, 245, 834-840. doi: 10.1016/j.jad.2018.11.083

  40. Romo-Nava, F., Tafoya, S. A., Gutiérrez-Soriano, J., Osorio, Y., Carriedo, P., Ocampo,B., … Heinze, G. (2016). The association between chronotype and perceivedacademic stress to depression in medical students. Chronobiology International,33(10), 1359-1368. doi: 10.1080/07420528.2016.1217230

  41. Salvagioni, D. A. J., Melanda, F. N., Mesas, A. E., González, A. D., Gabani, F.L., & Andrade, S. M. de. (2017). Physical, psychological and occupationalconsequences of job burnout: A systematic review of prospective studies. PLOSONE, 12(10), e0185781. doi: 10.1371/journal.pone.0185781

  42. Shao, R., He, P., Ling, B., Tan, L., Xu, L., Hou, Y., … Yang, Y. (2020). Prevalenceof depression and anxiety and correlations between depression, anxiety, familyfunctioning, social support and coping styles among Chinese medical students.BMC Psychology, 8, 38. doi: 10.1186/s40359-020-00402-8

  43. Sotelo-Arias, C. M., Maupome Santillán, V. (1999). Traducción y estandarizacióndel cuestionario "Modos de afrontamiento al estrés de Lazarus y Folkman parauna población de adolescentes mexicanos". (Tesis de Licenciatura). México:Universidad Nacional Autónoma de México. Recuperado de https://repositorio.unam.mx/contenidos/245634

  44. Thomas, M., & Bigatti, S. (2020). Perfectionism, impostor phenomenon, and mentalhealth in medicine: a literature review. International Journal of MedicalEducation, 11, 201-213. doi: /10.5116/ijme.5f54.c8f8

  45. Torales, J., Barrios, I., Samudio, A., & Samudio, M. (2018). Apoyo social autopercibidoen estudiantes de medicina de la Universidad Nacional de Asunción (Paraguay).Educación Médica, 19, 313-317. doi: 10.1016/j.edumed.2017.07.001

  46. Ulupinar, S., & Tayfur, C. (2016). The Effect of Perceived Social Support onAcademic Achievement in Health College Students. Journal of PsychiatricNursing, 7(1), 1-6. doi: 10.5505/phd.2016.52523

  47. Vega-Valero, C. Z., Gómez-Escobar, G., Rodríguez-Hernández, E. E., & Gálvez-Jaramillo. F. (2017). Estrés, apoyo social académico y rezago escolar enestudiantes universitarios. Revista Electrónica de Psicología Iztacala México,20(1), 19-33.

  48. Wang, J., Liu, W., Zhang, Y., Xie, S., & Yang, B. (2021). Perceived Stress AmongChinese Medical Students Engaging in Online Learning in Light of COVID-19.Psychology Research and Behavior Management, 14, 549-562. doi: 10.2147/prbm.s308497

  49. Weber, J., Skodda, S., Muth, T., Angerer, P., & Loerbroks, A. (2019). Stressors andresources related to academic studies and improvements suggested by medicalstudents: a qualitative study. BMC Medical Education, 19(1), 312. doi: 10.1186/s12909-019-1747-z

  50. Zeng, W., Chen, R., Wang, X., Zhang, Q., & Deng, W. (2019). Prevalence of mentalhealth problems among medical students in China. A meta-analysis. Medicine,98(18), e15337. doi: 10.1097/md.0000000000015337




2020     |     www.medigraphic.com