Relationship among Medical Student Resilience, Educational Environment and Quality of Life
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | , , , , , , , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1371/journal.pone.0131535 http://hdl.handle.net/11449/158437 |
Resumo: | Context 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. Methods 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). Results 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 (beta=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (beta=-0.85; 95% CI=-1.25 to -0.45) QoL scores, environment (beta=-6.48; 95% CI=-10.01 to -2.95), psychological (beta=-22.89; 95% CI=-25.70 to -20.07), social relationships (beta=-14.28; 95% CI=-19.07 to -9.49), and physical health (beta=-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 (beta=-31.42; 95% CI=-37.86 to -24.98), learning (beta=-7.32; 95% CI=-9.23 to -5.41), teachers (beta=-5.37; 95% CI=-7.16 to -3.58), academic self-perception (beta=-7.33; 95% CI=-8.53 to -6.12), atmosphere (beta=-8.29; 95% CI=-10.13 to -6.44) and social self-perception (beta=-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. Conclusions 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. |
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Repositório Institucional da UNESP |
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Relationship among Medical Student Resilience, Educational Environment and Quality of LifeContext 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. Methods 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). Results 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 (beta=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (beta=-0.85; 95% CI=-1.25 to -0.45) QoL scores, environment (beta=-6.48; 95% CI=-10.01 to -2.95), psychological (beta=-22.89; 95% CI=-25.70 to -20.07), social relationships (beta=-14.28; 95% CI=-19.07 to -9.49), and physical health (beta=-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 (beta=-31.42; 95% CI=-37.86 to -24.98), learning (beta=-7.32; 95% CI=-9.23 to -5.41), teachers (beta=-5.37; 95% CI=-7.16 to -3.58), academic self-perception (beta=-7.33; 95% CI=-8.53 to -6.12), atmosphere (beta=-8.29; 95% CI=-10.13 to -6.44) and social self-perception (beta=-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. Conclusions 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.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Univ Sao Paulo, Sch Med, Ctr Dev Med Educ, Sao Paulo, BrazilEvangel Med Sch Parana, Curitiba, Parana, BrazilUniv Sao Paulo, Sch Med, Dept Med, Sao Paulo, BrazilUniv Fed Uberlandia, Dept Obstet & Gynecol, BR-38400 Uberlandia, MG, BrazilState Univ Sao Paulo, Botucatu, SP, BrazilABC Fdn, Sch Med, Santo Andre, BrazilSch Med Marilia, Marilia, BrazilSch Med Rio Preto, Sao Jose Do Rio Preto, BrazilUniv Estadual Campinas, Sch Med, Dept Psychiat, Campinas, BrazilUniv Sao Paulo, Sch Med, Dept Pathol, Sao Paulo, BrazilState Univ Sao Paulo, Botucatu, SP, BrazilPublic Library ScienceUniversidade de São Paulo (USP)Evangel Med Sch ParanaUniversidade Federal de Uberlândia (UFU)Universidade Estadual Paulista (Unesp)ABC FdnSch Med MariliaSch Med Rio PretoUniversidade Estadual de Campinas (UNICAMP)Tempski, PatriciaSantos, Itamar S.Mayer, Fernanda B.Enns, Sylvia C.Perotta, BrunoParo, Helena B. M. S.Gannam, SilmarPeleias, MuniqueGarcia, Vera Lucia [UNESP]Baldassin, SergioGuimaraes, Katia B.Silva, Nilson R.Navarro da Cruz, Emirene M. T.Tofoli, Luis F.Silveira, Paulo S. P.Martins, Milton A.2018-11-26T15:27:39Z2018-11-26T15:27:39Z2015-06-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article13application/pdfhttp://dx.doi.org/10.1371/journal.pone.0131535Plos One. San Francisco: Public Library Science, v. 10, n. 6, 13 p., 2015.1932-6203http://hdl.handle.net/11449/15843710.1371/journal.pone.0131535WOS:000358150400120WOS000358150400120.pdfWeb of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengPlos One1,164info:eu-repo/semantics/openAccess2023-10-24T06:08:59Zoai:repositorio.unesp.br:11449/158437Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462023-10-24T06:08:59Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Relationship among Medical Student Resilience, Educational Environment and Quality of Life |
title |
Relationship among Medical Student Resilience, Educational Environment and Quality of Life |
spellingShingle |
Relationship among Medical Student Resilience, Educational Environment and Quality of Life Tempski, Patricia |
title_short |
Relationship among Medical Student Resilience, Educational Environment and Quality of Life |
title_full |
Relationship among Medical Student Resilience, Educational Environment and Quality of Life |
title_fullStr |
Relationship among Medical Student Resilience, Educational Environment and Quality of Life |
title_full_unstemmed |
Relationship among Medical Student Resilience, Educational Environment and Quality of Life |
title_sort |
Relationship among Medical Student Resilience, Educational Environment and Quality of Life |
author |
Tempski, Patricia |
author_facet |
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 [UNESP] Baldassin, Sergio Guimaraes, Katia B. Silva, Nilson R. Navarro da Cruz, Emirene M. T. Tofoli, Luis F. Silveira, Paulo S. P. Martins, Milton A. |
author_role |
author |
author2 |
Santos, Itamar S. Mayer, Fernanda B. Enns, Sylvia C. Perotta, Bruno Paro, Helena B. M. S. Gannam, Silmar Peleias, Munique Garcia, Vera Lucia [UNESP] Baldassin, Sergio Guimaraes, Katia B. Silva, Nilson R. Navarro da Cruz, Emirene M. T. Tofoli, Luis F. Silveira, Paulo S. P. Martins, Milton A. |
author2_role |
author author author author author author author author author author author author author author author |
dc.contributor.none.fl_str_mv |
Universidade de São Paulo (USP) Evangel Med Sch Parana Universidade Federal de Uberlândia (UFU) Universidade Estadual Paulista (Unesp) ABC Fdn Sch Med Marilia Sch Med Rio Preto Universidade Estadual de Campinas (UNICAMP) |
dc.contributor.author.fl_str_mv |
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 [UNESP] Baldassin, Sergio Guimaraes, Katia B. Silva, Nilson R. Navarro da Cruz, Emirene M. T. Tofoli, Luis F. Silveira, Paulo S. P. Martins, Milton A. |
description |
Context 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. Methods 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). Results 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 (beta=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (beta=-0.85; 95% CI=-1.25 to -0.45) QoL scores, environment (beta=-6.48; 95% CI=-10.01 to -2.95), psychological (beta=-22.89; 95% CI=-25.70 to -20.07), social relationships (beta=-14.28; 95% CI=-19.07 to -9.49), and physical health (beta=-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 (beta=-31.42; 95% CI=-37.86 to -24.98), learning (beta=-7.32; 95% CI=-9.23 to -5.41), teachers (beta=-5.37; 95% CI=-7.16 to -3.58), academic self-perception (beta=-7.33; 95% CI=-8.53 to -6.12), atmosphere (beta=-8.29; 95% CI=-10.13 to -6.44) and social self-perception (beta=-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. Conclusions 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. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-06-29 2018-11-26T15:27:39Z 2018-11-26T15:27:39Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1371/journal.pone.0131535 Plos One. San Francisco: Public Library Science, v. 10, n. 6, 13 p., 2015. 1932-6203 http://hdl.handle.net/11449/158437 10.1371/journal.pone.0131535 WOS:000358150400120 WOS000358150400120.pdf |
url |
http://dx.doi.org/10.1371/journal.pone.0131535 http://hdl.handle.net/11449/158437 |
identifier_str_mv |
Plos One. San Francisco: Public Library Science, v. 10, n. 6, 13 p., 2015. 1932-6203 10.1371/journal.pone.0131535 WOS:000358150400120 WOS000358150400120.pdf |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Plos One 1,164 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
13 application/pdf |
dc.publisher.none.fl_str_mv |
Public Library Science |
publisher.none.fl_str_mv |
Public Library Science |
dc.source.none.fl_str_mv |
Web of Science reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
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1799964681484369920 |