Relationship among Medical Student Resilience, Educational Environment and Quality of Life
Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among r...
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| Veröffentlicht in: | PloS one 2015-06, Vol.10 (6), p.e0131535-e0131535 |
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| creator | Tempski, Patricia Santos, Itamar S Mayer, Fernanda B Enns, Sylvia C Perotta, Bruno Paro, Helena B M S Gannam, Silmar Peleias, Munique Garcia, Vera Lucia Baldassin, Sergio Guimaraes, Katia B Silva, Nilson R da Cruz, Emirene M T Navarro Tofoli, Luis F Silveira, Paulo S P Martins, Milton A |
| description | Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students.
We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young's resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire - short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI).
Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score ≥ 14 and STAI state or anxiety scores ≥ 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (β=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (β=-0.85; 95%CI=-1.25 to -0.45) QoL scores, environment (β=-6.48; 95%CI=-10.01 to -2.95), psychological (β=-22.89; 95%CI=-25.70 to -20.07), social relationships (β=-14.28; 95%CI=-19.07 to -9.49), and physical health (β=-10.74; 95%CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (β=-31.42; 95%CI=-37.86 to -24.98), learning (β=-7.32; 95%CI=-9.23 to -5.41), teachers (β=-5.37; 95%CI=-7.16 to -3.58), academic self-perception (β=-7.33; 95%CI=-8.53 to -6.12), atmosphere (β=-8.29; 95%CI=-10.13 to -6.44) and social self-perception (β=-3.12; 95%CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements.
Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training. |
| doi_str_mv | 10.1371/journal.pone.0131535 |
| format | Article |
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We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young's resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire - short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI).
Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score ≥ 14 and STAI state or anxiety scores ≥ 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (β=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (β=-0.85; 95%CI=-1.25 to -0.45) QoL scores, environment (β=-6.48; 95%CI=-10.01 to -2.95), psychological (β=-22.89; 95%CI=-25.70 to -20.07), social relationships (β=-14.28; 95%CI=-19.07 to -9.49), and physical health (β=-10.74; 95%CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (β=-31.42; 95%CI=-37.86 to -24.98), learning (β=-7.32; 95%CI=-9.23 to -5.41), teachers (β=-5.37; 95%CI=-7.16 to -3.58), academic self-perception (β=-7.33; 95%CI=-8.53 to -6.12), atmosphere (β=-8.29; 95%CI=-10.13 to -6.44) and social self-perception (β=-3.12; 95%CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements.
Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0131535</identifier><identifier>PMID: 26121357</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Adolescent ; Adult ; Analysis ; Anxiety ; Atmospheric models ; Confidence intervals ; Depression (Mood disorder) ; Education ; Education, Medical, Undergraduate ; Emotions ; Environmental education ; Female ; Health education ; Humans ; Learning ; Life assessment ; Male ; Marilia ; Medical personnel ; Medical schools ; Medical students ; Medicine ; Mental depression ; Perception ; Perceptions ; Quality of Life ; Regression analysis ; Regression models ; Resilience ; Resilience, Psychological ; Schools ; Social aspects ; Statistical analysis ; Stress ; Students ; Students, Medical - psychology ; Teaching methods ; Transformation ; Young Adult</subject><ispartof>PloS one, 2015-06, Vol.10 (6), p.e0131535-e0131535</ispartof><rights>COPYRIGHT 2015 Public Library of Science</rights><rights>2015 Tempski et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2015 Tempski et al 2015 Tempski et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c758t-15eb713c56557ca86e0e963ff863d9ec2b0fd65b161bb16330f04096e7fcfd913</citedby><cites>FETCH-LOGICAL-c758t-15eb713c56557ca86e0e963ff863d9ec2b0fd65b161bb16330f04096e7fcfd913</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4486187/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4486187/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,723,776,780,860,881,2095,2914,23846,27903,27904,53770,53772,79347,79348</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26121357$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Asnani, Monika R.</contributor><creatorcontrib>Tempski, Patricia</creatorcontrib><creatorcontrib>Santos, Itamar S</creatorcontrib><creatorcontrib>Mayer, Fernanda B</creatorcontrib><creatorcontrib>Enns, Sylvia C</creatorcontrib><creatorcontrib>Perotta, Bruno</creatorcontrib><creatorcontrib>Paro, Helena B M S</creatorcontrib><creatorcontrib>Gannam, Silmar</creatorcontrib><creatorcontrib>Peleias, Munique</creatorcontrib><creatorcontrib>Garcia, Vera Lucia</creatorcontrib><creatorcontrib>Baldassin, Sergio</creatorcontrib><creatorcontrib>Guimaraes, Katia B</creatorcontrib><creatorcontrib>Silva, Nilson R</creatorcontrib><creatorcontrib>da Cruz, Emirene M T Navarro</creatorcontrib><creatorcontrib>Tofoli, Luis F</creatorcontrib><creatorcontrib>Silveira, Paulo S P</creatorcontrib><creatorcontrib>Martins, Milton A</creatorcontrib><title>Relationship among Medical Student Resilience, Educational Environment and Quality of Life</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students.
We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young's resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire - short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI).
Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score ≥ 14 and STAI state or anxiety scores ≥ 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (β=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (β=-0.85; 95%CI=-1.25 to -0.45) QoL scores, environment (β=-6.48; 95%CI=-10.01 to -2.95), psychological (β=-22.89; 95%CI=-25.70 to -20.07), social relationships (β=-14.28; 95%CI=-19.07 to -9.49), and physical health (β=-10.74; 95%CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (β=-31.42; 95%CI=-37.86 to -24.98), learning (β=-7.32; 95%CI=-9.23 to -5.41), teachers (β=-5.37; 95%CI=-7.16 to -3.58), academic self-perception (β=-7.33; 95%CI=-8.53 to -6.12), atmosphere (β=-8.29; 95%CI=-10.13 to -6.44) and social self-perception (β=-3.12; 95%CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements.
Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training.</description><subject>Adolescent</subject><subject>Adult</subject><subject>Analysis</subject><subject>Anxiety</subject><subject>Atmospheric models</subject><subject>Confidence intervals</subject><subject>Depression (Mood disorder)</subject><subject>Education</subject><subject>Education, Medical, Undergraduate</subject><subject>Emotions</subject><subject>Environmental education</subject><subject>Female</subject><subject>Health education</subject><subject>Humans</subject><subject>Learning</subject><subject>Life assessment</subject><subject>Male</subject><subject>Marilia</subject><subject>Medical personnel</subject><subject>Medical schools</subject><subject>Medical students</subject><subject>Medicine</subject><subject>Mental depression</subject><subject>Perception</subject><subject>Perceptions</subject><subject>Quality of Life</subject><subject>Regression analysis</subject><subject>Regression models</subject><subject>Resilience</subject><subject>Resilience, Psychological</subject><subject>Schools</subject><subject>Social aspects</subject><subject>Statistical analysis</subject><subject>Stress</subject><subject>Students</subject><subject>Students, Medical - psychology</subject><subject>Teaching methods</subject><subject>Transformation</subject><subject>Young 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Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>Engineering Collection</collection><collection>Environmental Science Collection</collection><collection>Genetics Abstracts</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Tempski, Patricia</au><au>Santos, Itamar S</au><au>Mayer, Fernanda B</au><au>Enns, Sylvia C</au><au>Perotta, Bruno</au><au>Paro, Helena B M S</au><au>Gannam, Silmar</au><au>Peleias, Munique</au><au>Garcia, Vera Lucia</au><au>Baldassin, Sergio</au><au>Guimaraes, Katia B</au><au>Silva, Nilson R</au><au>da Cruz, Emirene M T Navarro</au><au>Tofoli, Luis F</au><au>Silveira, Paulo S P</au><au>Martins, Milton A</au><au>Asnani, Monika R.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Relationship among Medical Student Resilience, Educational Environment and Quality of Life</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2015-06-29</date><risdate>2015</risdate><volume>10</volume><issue>6</issue><spage>e0131535</spage><epage>e0131535</epage><pages>e0131535-e0131535</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students.
We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young's resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire - short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI).
Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score ≥ 14 and STAI state or anxiety scores ≥ 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (β=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (β=-0.85; 95%CI=-1.25 to -0.45) QoL scores, environment (β=-6.48; 95%CI=-10.01 to -2.95), psychological (β=-22.89; 95%CI=-25.70 to -20.07), social relationships (β=-14.28; 95%CI=-19.07 to -9.49), and physical health (β=-10.74; 95%CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (β=-31.42; 95%CI=-37.86 to -24.98), learning (β=-7.32; 95%CI=-9.23 to -5.41), teachers (β=-5.37; 95%CI=-7.16 to -3.58), academic self-perception (β=-7.33; 95%CI=-8.53 to -6.12), atmosphere (β=-8.29; 95%CI=-10.13 to -6.44) and social self-perception (β=-3.12; 95%CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements.
Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>26121357</pmid><doi>10.1371/journal.pone.0131535</doi><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1932-6203 |
| ispartof | PloS one, 2015-06, Vol.10 (6), p.e0131535-e0131535 |
| issn | 1932-6203 1932-6203 |
| language | eng |
| recordid | cdi_plos_journals_1692019541 |
| source | MEDLINE; DOAJ Directory of Open Access Journals; Public Library of Science (PLoS) Journals Open Access; EZB-FREE-00999 freely available EZB journals; PubMed Central; Free Full-Text Journals in Chemistry |
| subjects | Adolescent Adult Analysis Anxiety Atmospheric models Confidence intervals Depression (Mood disorder) Education Education, Medical, Undergraduate Emotions Environmental education Female Health education Humans Learning Life assessment Male Marilia Medical personnel Medical schools Medical students Medicine Mental depression Perception Perceptions Quality of Life Regression analysis Regression models Resilience Resilience, Psychological Schools Social aspects Statistical analysis Stress Students Students, Medical - psychology Teaching methods Transformation Young Adult |
| title | Relationship among Medical Student Resilience, Educational Environment and Quality of Life |
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