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      Estresse nos Estudantes de Medicina da Universidade Federal do Ceará Translated title: Stress in Medical Students at the Federal University in Ceará, Brazil

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          Resumo: O objetivo deste estudo é avaliar o nível de estresse em estudantes de Medicina da Universidade Federal do Ceará. A amostra constituiu-se de 562 estududantes distribuídos nos semestres de I a IX. O instrumento utilizado foi o General Health Questionnaire (GHQ), no qual o estresse foi definido com escore maior que 3, além de uma ficha com dados pessoais. A prevalência de distúrbios psicológicos em estudantes de Medicina foi de 35,4% (n = 199). As mulheres apresentaram um nível de estresse maior do que os homens, compondo 54,64% do grupo de estudantes estressados (n = 199). O semestre V (n = 60) foi o que apresentou maior percentagem de estresse 51,7% (n = 31). Estes dados sugerem que o curso de Medicina, da maneiro como está estruturado, associa-se a uma alta prevalência de estresse nos estudantes.

          Translated abstract

          Abstract: The objedive of this study was to evaluate the level of stress in medical students at the Federal University in Ceará, Brazil. The sample included 562 students from the 1st to lhe 9th semesters. The instrument used was the General Health Questionnaire (GHQ), and stress was defined as a score above three. Prevalence of stress in the sample was 35.4% (n = 799). Females scored higher than males, comprising 54.64% of the stressed students (n = 199). The 5th semester (n = 60) had the highest proportion (51.7%; n = 31) of students with scores above the GHQ cutoff. The findings suggest that the currently structured undergraduate medical course is associated with high levels of stress among students.

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          Most cited references 22

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          A comparison of the validity of two psychiatric screening questionnaires (GHQ-12 and SRQ-20) in Brazil, using Relative Operating Characteristic (ROC) analysis.

          The General Health Questionnaire (GHQ-12) (Goldberg, 1972) and the Self Report Questionnaire (SRQ-20) (Harding et al. 1980) were simultaneously validated against the criterion of the Clinical Interview Schedule (CIS) (Goldberg et al. 1970) in three primary care clinics in the city of Sao Paulo, Brazil. A comparison between the two screening instruments was carried out. The product-moment correlation between the two sets of scores was +0.72, and the validation coefficients for the GHQ-12 and the SRQ-20 were respectively: sensitivity 85% and 83%; specificity 79% and 80%; overall misclassification rate 18% and 19%. The two screening instruments were further compared by the application of Relative Operating Characteristic (ROC) analysis and, again, were found to be very similar in performance. The area under the ROC curve was 0.87 for the GHQ and 0.90 for the SRQ-20 (Z = 0.92, NS). Both psychiatric screening instruments were therefore found to be acceptably valid when assessed against the CIS in three primary care settings in Brazil. The application of ROC analysis to studies of this kind was feasible and straightforward. It was found to be superior to the conventional method of presentation of validity data. It is recommended that the application of ROC analysis to psychiatric screening studies be further utilized and explored.
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            Stress among medical students in a Thai medical school.

            This study aimed to determine the prevalence and sources of stress among Thai medical students. The questionnaires,which consisted of the Thai Stress Test (TST) and questions asking about sources of stress, were sent to all medical students in the Faculty of Medicine, Ramathibodi Hospital, Thailand. A total of 686 students participated. The results showed that about 61.4% of students had some degree of stress. Seventeen students (2.4%) reported a high level of stress. The prevalence of stress is highest among third-year medical students. Academic problems were found to be a major cause of stress among all students. The most prevalent source of academic stress was the test/exam. Other sources of stress in medical school and their relationships are also discussed. The findings can help medical teachers understand more about stress among their students and guide the way to improvement in an academic context, which is important for student achievement.
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              Stress, coping, and well-being among third-year medical students.

              Medical school is recognized as a stressful environment that often exerts a negative effect on the academic performance, physical health, and psychological well-being of the student. Stress, coping, depression, and somatic distress were examined among 69 third-year students completing a psychiatry clerkship in 1992-93 at the University of Mississippi School of Medicine. Stress was assessed using the Medical Education Hassles Scale-R. Coping was assessed using the Coping Strategies Inventory. Depression was assessed using the Center for Epidemiologic Studies-Depression Scale, and somatic distress was assessed using the Wahler Physical Symptoms Inventory. Statistical methods included correlational analysis and hierarchical regression. Clinical levels of depression were found in 16 (23%) of the students, and 39 (57%) endorsed high levels of somatic distress. Stress accounted for a large percentage of the distress variance (i.e., 29% to 50%). Coping efforts contributed significant variance to the prediction of distress above and beyond that accounted for by stress alone, especially in relation to depression. Coping efforts classified by Engagement strategies were associated with fever depressive symptoms, while coping efforts classified by Disengagement strategies were associated with higher levels of depressive symptoms. Because students who employed coping efforts characterized by Engagement strategies suffered from fewer depressive symptoms, the results suggest that training in these types of strategies may be a useful intervention to lessen the negative consequences of stress among medical students.

                Author and article information

                Revista Brasileira de Educação Médica
                Rev. bras. educ. med.
                Associação Brasileira de Educação Médica (Brasília, DF, Brazil )
                August 2005
                : 29
                : 2
                : 91-96
                Fortaleza orgnameUniversidade Federal do Ceará Brazil
                Fortaleza orgnameUniversiade Federal do Ceará orgdiv1Departamento de Medicina Clínica Brazil
                S0100-55022005000200091 S0100-5502(05)02900200091

                This work is licensed under a Creative Commons Attribution 4.0 International License.

                Figures: 0, Tables: 0, Equations: 0, References: 25, Pages: 6
                Product Information: SciELO Brazil


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