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 (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.
Keywords
Main Subjects
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