Purpose This study aimed to examine the medicating effect of resilience on the relationship between academic burnout and psychological well-being of medical students.
Methods The participants were a group of 97 medical students. Scales measuring Maslach Burnout Inventory-Student Survey, Ryff’s Psychological Well-Being, and Korean Resilience Quotient-53 were utilized. The data were analyzed by descriptive statistics, correlation analysis, t-test, and multiple regression analyses using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA).
Results According to the study results, the medical students’ psychological well-being was negatively correlated with their academic burnout and positively correlated with their resilience; the degree of academic burnout experienced by the first and second year preclinical students was greater than that experienced by the third and fourth year clinical students; the male students’ average score for cynicism was higher than that of the female students; and the significant effects of academic burnout on the medical students’ psychological well-being were mediated by resilience.
Conclusion It was confirmed that medical students’ academic burnout and resilience are significant factors that explain their psychological well-being; resilience is also an important variable in improving psychological well-being. This suggests that education and counseling support are needed to increase medical students’ resilience in order to increase their psychological well-being.
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Purpose This study attempted to examine the influence of resilience, life satisfaction, and psychological well-being on attitude to death.
Methods A predictive correlational design was used. The participants were 184 nursing students from three universities of Korea. They responded to a self-report questionnaire, with items on demographics, resilience, life satisfaction, psychological well-being, and attitude to death.
Results The mean score for attitude to death was 2.77±0.39 (range, 1–4), and a significant difference was observed depending on age, grade, and death-related education. Attitude to death was positively correlated with death-related education, resilience, life satisfaction, and psychological well-being. Results of the hierarchical multiple regression analysis indicated that death-related education and psychological well-being were significant predictors of attitude to death, explaining 26.6% of the latter. The most important factor was psychological well-being.
Conclusion Although death-related education and psychological well-being are two of the most influential factors among nursing students, no more than 30.4% of this study’s participants received death-related education. Death-related education is necessary to help nursing students so that they can cope positively with stressful situations by finding positive meaning. It is necessary to develop a systematic curriculum so that these students can establish a positive attitude to death.
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Purpose The purpose of this study was to identify the causal relationship between emotional intelligence, ego-resilience, coping efficacy, and academic stress.
Methods Participants were 424 medical students from four medical schools in Korea. We examined their emotional intelligence, ego-resilience, coping efficacy, and academic stress using a t-test, an analysis of variance, correlational analysis, and path analysis.
Results First- and second-year students scored higher on academic stress than did those from third- and fourth-year students. Further, coping efficacy mediated the relationships between emotional intelligence, ego-resilience, and academic stress. Academic stress was directly influenced by coping efficacy, and indirectly by emotional intelligence and ego-resilience. This showed that coping efficacy play an important role in academic stress.
Conclusion Our findings may help medical schools design educational programs to improve coping efficacy in students, and to reduce their academic stress.
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PURPOSE This study examined the stress, resilience, social support, and quality of life (QOL) of medical students during a clinical clerkship and identified the factors that affected their QOL.
METHODS The subjects were 53 medical college students and 43 postgraduate medical school students of D medical school in Korea. They completed a demographic questionnaire and self-rated questionnaires on stress, resilience, social support, and QOL. Frequency and descriptive analysis, correlation analysis, and regression analysis were performed.
RESULTS The level of students' QOL was moderate. QOL correlated negatively with stress and positively with resilience and social support. Stress correlated negatively with resilience and social support. By regression analysis, stress and resilience affected the QOL of medical students.
CONCLUSION The results of this study indicate that stress negatively affects the QOL of medical students during clinical clerkship, which can be mitigated by resilience.
Therefore, it is advisable to develop measures to ease stress and enhance resilience.
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