Education
Amin Beigzadeh; Ali Reza Yusefi; Elham sharifpoor; Maryam Okhovati
Volume 10, Issue 1 , January 2024, , Pages 38-46
Abstract
Objective: Emergency department (ED) rotations are vital for medical education, fostering clinical skills and teamwork. However, these high-stress environments pose significant mental health risks, including stress, burnout, and depression. Despite their importance, research on the specific stressors ...
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Objective: Emergency department (ED) rotations are vital for medical education, fostering clinical skills and teamwork. However, these high-stress environments pose significant mental health risks, including stress, burnout, and depression. Despite their importance, research on the specific stressors medical students face in these settings is limited, indicating a crucial gap in understanding their experiences. This study aims to identify and analyze the significant stressors affecting medical students during ED rotations.Methods: This mixed-method sequential explanatory study, conducted at Kerman University of Medical Sciences in 2024, had two phases. In the quantitative phase, the Medical Student Stressor Questionnaire (MSSQ) survey was completed by 184 participants selected using the convenience sampling technique. In the qualitative phase, in-depth semi-structured interviews were undertaken with 16 medical students to explore their perspectives on ED stressors. Quantitative data were analyzed by mean and standard deviation. Frequency counts were used to assess students’ responses to items across the six survey scales. In the qualitative phase, content analysis using the steps proposed by Graneheim and Ludman was employed to identify and analyze key themes and concepts from the interviews. The data were validated based on Goba and Lincoln’s criteria. Data analysis was performed using MAXQDA-10 software.Results: The 184 participants comprised 52.72% female students, and 62.50% were in their internship. The results indicated that female students reported higher stress levels in academic, teaching-learning, and drive/desire-related areas, while males faced more social-related stress. The top stressors included insufficient medical skill practice (M = 3.60), heavy workloads (M = 3.44), tests (M = 3.15), and poor grades (M = 3.20). The qualitative interviews with 16 students reinforced these findings, revealing themes of clinical demands and educational challenges during ED rotations.Conclusion: This study identified significant stressors for medical students, including gender-based differences, inadequate clinical skill practice, excessive workload, anxiety over exams, and low test performance. To enhance professional development and resilience during ED rotations, we recommend increasing opportunities for hands-on clinical practice, managing workloads to reduce stress, and providing targeted resources for exam preparation. By addressing these key issues, ED rotations can become valuable growth opportunities, ultimately fostering a more supportive educational environment that promotes the well-being and development of medical students.
Emergency Medical Services
Alireza Ala; Farzad Rahmani; Reza Aslzad; Zahra Parsian
Volume 4, Issue 1 , January 2018, , Pages 14-17
Abstract
Objective: On account of the widespread use of nuclear energy in different fields, nuclear accidents and disasters have been on a rise. Thus, it is crucial for medical staff especially emergency department personnel to be aware of the nature of these accidents. This study was designed to evaluate the ...
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Objective: On account of the widespread use of nuclear energy in different fields, nuclear accidents and disasters have been on a rise. Thus, it is crucial for medical staff especially emergency department personnel to be aware of the nature of these accidents. This study was designed to evaluate the effect of training on the knowledge of physicians and nurses regarding nuclear disasters. Methods: This pre-and post-intervention study was conducted on 97 emergency department personnel including physicians and nurses of educational hospitals in Tabriz University of Medical Sciences. Educational classes and training about nuclear disasters and managing these events were held. A standard questionnaire was used to evaluate the knowledge before and after training, and the effect of education on personnel’s knowledge. Results: Our participants included 41 males and 56 females. The mean age was 32.88 years. The mean score of participants before and after the class was 4.03 ± 1.54 and 7.93 ± 1.55 respectively; which showed a statistically significant difference (P < 0.001). Among medical staff, physicians had better knowledge compared with the other group. Conclusion: This study showed that the knowledge of medical staff about nuclear disasters is low and educational classes are necessary to increase their knowledge.