Document Type : Original Article
Authors
1 Education Development Center, Sirjan School of Medical Sciences, Sirjan
2 Assistant Professor, Department of Public Health, Sirjan School of Medical Sciences, Sirjan, Iran
3 Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran
4 Medical Library and Information Sciences Department, Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
Abstract
Objective: Emergency department rotations are crucial for medical student education, enhancing clinical skills and teamwork. However, these high-stress environments can lead to significant mental health challenges, including increased stress, burnout, and depression. Research on specific stressors faced by students in emergency settings remains limited, highlighting a critical gap in understanding their experiences. This study aimed to identify and explore the most significant stressors noted by medical students in our context.
Methods: This mixed-method sequential explanatory study had two phases. In the quantitative phase, the MSSQ survey was completed by 184 participants using convenience sampling technique. In the qualitative phase, semi-structured interviews were undertaken with 16 medical students to explore their perspectives of ED stressors. Quantitative data were analyzed by mean and SD. Frequency counts were utilized to assess students’ responses to individual 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. Data was validated based on Goba and Lincoln’s criteria. Data analysis was performed using MAXQDA-10 software.
Results: Among the 184 participants, the sample comprised 52.72% females, with 62.50% in their internship period. 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. 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). Qualitative interviews with 16 students reinforced these findings, revealing themes of clinical demands and educational challenges during emergency department rotations.
Conclusion: This study identifies significant stressors of medical students, revealing gender-based differences. Medical students expressed concerns about inadequate opportunities for clinical skills practice, and excessive workload. Meanwhile, their anxiety regarding exams and consistently low-test performance continues to be a critical issue. The findings of this study, specifically major themes from interviews, provide us with a better understanding of the clinical demands and educational challenges, which negatively impact on or hinder professional development. It seems that by addressing these stressors, the ED rotations can turn into an opportunity to improve their professional development and resilience.
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