DefinePK

Abstract

Abstract


Objective: To find out the correlation between levels of stress and self-regulated learning skills in medical students.

Methods: The quantitative correlational study was conducted in January 2018 at the University College of Medicine and Dentistry, Lahore, Pakistan, and comprised regular medical students enrolled in first to fifth year. Data was collected using Perceived stress scale-14 and Self-regulated learning perception scale questionnaires to identify the levels of stress and self-regulated learning skills. Data was collected at one point of time and analysed using SPSS 25.

Results: Of the 350 students approached, 295(84%) filled in the questionnaire. Of them, 118(62.4%) were females and 111(37.6%) were males. No significant differences were found between the scores of male and female students (p>0.05). There was a moderate positive correlation between stress and self-regulated learning skills (p0.05). Mean PSS-14 score was 29.87±1.59 in females and 29.75±1.99 in males, whereas the mean SRLPS score was 114.66+26.49 in females and 117.91±28.31 in males. On the important factor of motivation to study MBBS, SRLPS score was higher in students 129.98±33.26 studying out of their own choice, and mean SRLPS score was lower in students 115.6±2.89 who were studying MBBS due to parental pressure. However, the mean PSS-14 score of students with personal interest 30.35±2.1 and those under parental pressure 29.36±1.2 was not significant (Table 1).



The highest SRLPS score was seen in final year students 121.78 ±32.61 followed by third year 120.03 ±29.68, first year 115.04 ±25.64, fourth year 112.65±26.00 and second year 109.14±20.12. PSS-14 scores ranged 21-34 SRLPS ranged 82-172 (Table- 2).



Pearson's correlation indicated moderate positive c or relation between stress and S RLS (Figure).



 

Discussion

 

The fact that no statistically significant differences were found between PSS-14 scores of female and male students was not unexpected.15,16 The total SRLPS scores calculated between male and female students showed little variation which was in contrast with a study.17 One possible reason for it could be the "private" study setting. Given that a majority of the medical students were from a higher socioeconomic class, it is assumed that their stress and self-regulation levels were not affected by gender.16,18 Personal interest is an intrinsic motivator, which helps to identify goals and to make plans to achieve them.19-21 Therefore, it was no surprise that PSS-14 score was lower and SRLPS was higher in students who were studying MBBS with their own personal interest. A number of studies have proved that self-regulation skills are refined over time and are usually highest in final/fifth year.22-24 But the fact that self-regulation skills are second most developed in third year was unexpected. One possible explanation to this finding can be the type of curriculum the students are following. The students of fourth and final years studied the traditional curriculum divided as first two years for Basic Sciences and the last three years for Clinical Sciences. In contrast, the current first, second and third year are exposed to an integrated problem-based learning (PBL) curriculum. As third year students have been learning to apply integration for almost three years, their self-regulation skills improve a lot.25-27 In our study a moderate positive correlation between stress and self-regulated learning skills was observed which was contradictory to previous studies.8,28 One way to explain this finding is the possibility that some amount of stress is natural part of medical education and might be a motivator for some students.29 Looking at the total scores of PSS-14, out of 295 students, 90 scored a maximum of 26 that fall in the lower quartile of stress.12,13,14 Since majority of the medical students fall in the lower quartile of stress, it is assumed that mild stress can direct students towards self-regulation. It is a positive sign that the students care about their learning and take stress to make plans accordingly. On the bright side, it can be considered that students are dealing with stress through self-regulation. As our study was conducted at a single centre, its scope is restricted. Another limitation was related to PSS-14 that can only evaluate the level of stress during the preceding month. Longitudinal surveys should be used to measure stress throughout an entire academic year. A final concern was regarding the total scores obtained through the questionnaires. It might be a possibility that students under- or over-estimated their stress levels and selfregulated skills. In future studies it will be prudent to compare selfregulated learning scores of two medical colleges; one following the traditional, and the other following an integrated curriculum.

 

Conclusion

 

Stress and self-regulation were found to be independent of gender but self-regulated learning skills played a vital role in coping with stress and identifying a goal. Although stress can be a motivator for some medical students, only low levels of stress helped students to remain focussed.

 

Disclaimer: The text is part of a Masters in Medical Education thesis.

Conflict of Interest: None.

Source of Funding: None.

 

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