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- Title
Can a psychological-educational supportive intervention enhance the psychological well-being and academic performance of freshman medical students?
- Authors
Ebrahim, Mahdi; Baakhlagh, Hamideh; Ebrahimzadeh, Emad; Najjari, Bita; Amirkalali, Maryam Sadat; Raji, Sara; Ziaee, Amirhosein; Omranzadeh, Alireza; Norouz, Sindokht; Abedi, Hanieh; Rajai, Zahra
- Abstract
Background: Freshman medical students experience high levels of distress which may affect their learning ability. The present study assessed the effectiveness of a psychological-educational supportive package on the psychological well-being and the academic performance of fresliman medicalstudents. Methods: All the first-year medical studens of Mashhad University of Medical Sciences were included in the educational year of 2018-2019 in the present study, using the census method. The first-year medical students of autumn semester 2018 formed the control goup and those in winter semester 2019 formed the intervention group. 102 students among the control and 129 students (divided into 13 groups') among the intervention group completed the study voluntarily. The interention was a psychological-educational supportive package designed to provide a supportive ettvironment for freshmen to enhance peer-group interactons, increase emotonal intelligence, cope with problem-solving srategies. It consisted of 6 weekly group sessions for first-year medical students followed by follow-up sessions until the end of the firstsemester. The outcome measures were Grade Point Average (GPA) of the first and second semesters as the indicators of academic performance and the General Health Questionnaire-28 (GHQ-28) at the beginning of the first semester, as well as at the end of the semesters to quantify the level of psychological well-being. Results: The mean GHQ-28 changes in the intervention group were significantly higher than the conrol group (pre-test/post-test: p= 0.013, post-tesfollow-up: P-00001). In the intervention group, GPA was significantfy higher than the conrol group in both the first and second semesters (P=0.016, PCO.OOOl, respectively). Conclusions: Psychological-educational intervention improved the level of psychological well-being and academic performance of freshman medical students.
- Subjects
ACADEMIC achievement; PSYCHOLOGICAL well-being; MEDICAL students; PSYCHOTHERAPY; LEARNING ability
- Publication
Future of Medical Education Journal, 2021, Vol 11, Issue 3, p36
- ISSN
2251-8347
- Publication type
Article