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PubMed1998

Psychological stress and burnout in medical students: a five-year prospective longitudinal study.

The aim of this study was to assess psychological morbidity and symptoms of burnout in medical students during their undergraduate training, and to identify baseline factors that predict psychological morbidity in students in the final year of the course. It was a 5-year prospective longitudinal cohort study. Students were assessed in years 1, 4 and 5 of their medical undergraduate training by means of the GHQ-12 and the Maslach Burnout Inventory. 172 (84.3%), 157 (77.0%) and 155 (75.9%) students out of an original group of 204 completed assessments in years 1, 4 and 5, respectively. 18 students were above threshold on the GHQ-12 on all three occasions, 25 on two occasions and 43 on one occasion; 69 students were never a 'case'. Students who were cases on two or more occasions were more likely to find the medical course stressful during the first year, but not subsequent years. There was no significant difference between the percentages of men and women who scored as cases on the GHQ-12 in any of the years. The best predictor of psychological morbidity in the final year of the course was the GHQ-12 score in year 1. This study suggests that a small group of students repeatedly experience psychological distress during their medical training.

Alcohol Drinking↗
PubMed2002

The Red River College model: enhancing success of Native Canadian and other nursing students from disenfranchised groups.

The recruitment and retention of students from culturally diverse backgrounds remains a critical issue in nursing education. This article describes one program that was very successful in helping Native Canadian and other disenfranchised students succeed academically in nursing. The program design and operation as well as issues related to recruitment and retention of these students are presented. Many aspects of this program are now incorporated into the baccalaureate nursing program in the college.

Counseling↗
PubMed1999

Utilising culturally congruent strategies to enhance recruitment and retention of Australian indigenous nursing students.

Recruitment and retention of Aboriginal and Torres Strait Islander (ATSI) nursing students has been the concern of many faculties of nursing across Australia for some time. Multiple factors and issues have been raised to address recruitment, and most important retention, of ATSI students in undergraduate nursing programs. This article, through a review of the literature, explores and describes discoveries and discusses the importance of culturally meaningful strategies and knowledge as significant in addressing this core issue. Strategies for change in relation to curriculum design and faculty education in transcultural nursing are described.

Attitude to Health↗
PubMed1985

Academic difficulty among male Egyptian university students. I. Association with psychiatric morbidity.

A survey was made of academic difficulties among undergraduate students at Ain Shams University, Cairo, during the academic year 1979-1980. Almost 6% of students dropped out before graduating and a further 8% required substantial extra time to complete their course of study: these figures were almost identical for both sexes. Psychiatric disorders were diagnosed in 42% of male students with academic problems (compared with 9% among the academically successful), with neuroses accounting for nearly half of the cases and schizophrenia for a quarter. Serious psychiatric illness was nearly four times as frequent among 3rd-year students as among 1st-year students.

Educational Measurement↗
PubMed1985

Academic difficulty among male Egyptian university students. II. Associations with demographic and psychological factors.

We compared 178 students with academic problems with 77 academically successful students. Academic difficulty showed highly significant associations with low socio-economic status, over-crowded housing, paternal behaviour problems and a poor relationship between the parents; also significant associations with family history of psychiatric disorder and living away from home. Academic achievement at school was no guide to university performance. Failed students had fewer friendships, especially with women, and more limited recreational activities. They also scored significantly lower on tests of verbal and non-verbal IQ, and worse on the Bender Gestalt and trail-making tests. EPQ results suggested that university students, particularly those with academic difficulties, are more neurotic and introverted than the general Egyptian population.

Educational Measurement↗
PubMed2001

Approaches to learning in science: a longitudinal study.

BACKGROUND: Longitudinal studies of students' approaches to learning in higher education can tell us much about the impact of the tertiary experience. More information about teaching and learning practices and how students respond to these may enable educators to better assist students to gain the maximum benefit from their tertiary studies. AIMS: The study set out: (i) to monitor the change in approaches to learning over a three-year period; (ii) to evaluate the relationship between student age, sex and university entry mode on students' approaches to learning; and (iii) to evaluate the predictive validity of the SPQ scales on one mode of learning outcome, that being annual GPA. SAMPLES: The sample consisted of 200 commencing students studying in a science course at an Australian university. METHOD: The Biggs SPQ was administered in a first-year chemistry class and repeated at intervals of 4 and 8 months. This was followed by administration by post after 16 months and 30 months. RESULTS: Student approach to learning is dynamic and amenable to change as a result of the learning experience. Of the three SPQ scales, the achieving approach appears to undergo the greatest change with time, while the deep approach showed a consistent positive correlation with assessment outcomes. Student age was a major factor in both the SPQ scores and assessment outcomes but no gender effect was evident. CONCLUSIONS: Students see university study, and in particular the first year, as a survival course and adopt strategies suited to that task. Older students adopt approaches to study which differ from their younger colleagues and as a consequence they are in general more successful in the tertiary environment.

Adolescent↗
PubMed1974

Blacks in dentistry.

Explore the source record for details and available documents.

Black or African American↗
PubMed1977

Dental student attrition.

In summary, the attrition rate for the recent dental school freshman classes has been reduced to 3 1/2 %. The national freshman enrollment of US dental schools can be expected to have approximately a 7% attrition rate by the time of graduation. The reasons for student withdrawal are evenly divided between personal and academic problems. The academic problems are experienced with slightly more frequency in nonclinical courses than in technique courses, both areas of difficulty being predicted significantly by DAT scores. Finally, the attrition rate for women is higher than for men, which has been true to a significant degree in the first-year classes during the past two years, as well as for all four years of dental school. However, no specific reason has been identified for this difference.

Educational Measurement↗
PubMed2005

Racial/Ethnic differences in the association between college attendance and heavy alcohol use: a national study.

OBJECTIVE: This study examined racial/ethnic differences in the association between college attendance and heavy alcohol use and factors that may underlie this relationship. METHOD: Interview data collected from 12,993 young adults who participated in the National Longitudinal Study of Adolescent Health were analyzed to determine if 4- or 2-year college status is differentially associated with heavy alcohol use for five racial/ethnic groups (white, black, Hispanic, Asian, Other) and to assess the explanatory value of selected social and psychological factors. RESULTS: Four-year college status was positively associated with heavy alcohol use among white young adults but inversely related to heavy drinking among blacks and Asians. Two-year college status also was inversely associated with heavy drinking among blacks, Hispanics and Others. Among whites, the association between 4-year college attendance and heavy drinking was partially explained by living away from parents, friends' heavy drinking and time socializing with friends. Among blacks, the inverse relationship between college attendance and heavy alcohol use was partially explained by lower levels of friends' heavy drinking, depression and delinquency. Friends' heavy drinking also partially explained observed relationships between college attendance and heavy drinking among Asians and Others. CONCLUSIONS: Four-year college attendance increases the likelihood of heavy alcohol use among white young adults but may decrease the likelihood of heavy drinking among blacks and Asians. Two-year college attendance also may reduce the risk for heavy drinking among blacks, Hispanics and young adults who are Native American or multi-ethnic. Social and psychological factors partly explain these relationships and also differ for racial/ethnic groups.

Adolescent↗
PubMed1995

[Investigation of the school life of students entering an undergraduate nursing course at a Brazilian school from 1984-1988].

An investigation of professional nursing training was carried out by examining the time spent in nursing school of the 336 students registered at the Nursing College of Ribeirão Preto at University of São Paulo from 1984 to 1988. The data showed that during this time 197 (58.6%) students graduated, two students were still enrolled, 26 (7.7%) transferred to other schools, 15 (4.4%) officially interrupted their course of study, and 96 (28.5%) abandoned the school.

Brazil↗
PubMed2001

School refusal: epidemiology and management.

School refusal is differentiated from other attendance problems such as truancy and school withdrawal. It is characterised by the child's emotional upset at the prospect of going to school, parental awareness of and antipathy toward the problem, and an absence of significant antisocial behaviour in the child. The child's emotional upset is frequently associated with an anxiety disorder, but it may also be associated with a mood disorder. School refusal affects approximately 1% of school children across the primary and secondary school levels. Severe and prolonged school refusal jeopardises the young person's social, emotional and academic development, and may be associated with mental health problems in adulthood. A first step in management involves efficient identification and the assessment of contributing and maintaining factors. Clinical outcome studies support the efficacy of cognitive behavioural therapy (CBT). The psychosocial approach encompassed in CBT incorporates anxiety management training with the young person, behaviour management training with parents and consultation with school personnel. Pharmacological treatments are commonly employed although empirical support for their use is limited. Tricyclic antidepressants and selective serotonin (5-hydroxytryptamine; 5-HT) reuptake inhibitors are the more commonly used agents, with the latter having fewer associated adverse effects. It is suggested that the first line of treatment should be CBT, with simultaneous or subsequent pharmacological treatment contingent upon the response to CBT.

Antidepressive Agents, Tricyclic↗
PubMed2004

Meeting the at-risk challenge: empowering nursing students through mentoring.

Wanting to improve student retention, progression, and graduation, the nursing faculty of the University of Nevada, Las Vegas developed a program for undergraduate students. Designated faculty mentors are available for academically at-risk students, or any student wanting to improve learning skills. Through mentoring sessions, students are helped to assess their learning difficulties, develop individualized prescription plans for learning, gain support during implementation of learning strategies, and evaluate results. Implemented in 2002, the program reflects positive outcomes. Of the 29 students who were referred to the program, only 3 were unsuccessful in passing their nursing courses. Student evaluations of the program reflect the value of the mentoring experience. The program has subsequently developed in the areas of advertising, diagnostic student testing, and student access to support resources.

Adult↗