1. study problems of medical students

8/17/2019 1. Study Problems of Medical Students

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PPD

Study Problems among MedicalStudents

By: Dr. Madhumita Sen

Personal and Professional Development

MBBS Program

Session 201 !201"


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Learning Objectives

On completion of the lecture, the studentshould be able to1. Identify student academic stressors and

explain the common problems faced whilestudying

2. Apply the solutions to address the studyproblems

3. De elop personal study tactics and goals!. "earn personal learning style#. "earn the importance of emotional learning.


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“Let us emancipate the

student, and give himtime and opportunity forthe cultivation of hismind, so that in his

pupilage he shall not bea puppet in the hands ofothers, but rather a self-relying and re ectingbeing.”

SIR ILLI!" #SL$R


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StudentAcademic

Stressors


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• $he decision to become aphysician represents animportant commitment.

•Although medical schooltraining pro ide the%nowledge and technicals%ills needed to practicemedicine, they do notnecessarily help anticipatethe e&ects medicaltraining ha e on theperson.


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Specifc Stressors in the BasicScience years

• $ime pressure• 'mphasis on course examinations• (ompetition for grades and class

ran%• )inancial problems• Amount of rote memori*ation• "imited time for recreation andexercise

• +train on social and intimaterelationships

• "oneliness•


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• Erik Erikson’s psychosocialtheory of de elopmentdescribes early adulthood asa time for strengthening theidentity that is usuallyattained during adolescence.

• $his identity includesindi iduals- establishingthemsel es as independentpeople, separate from

parents.• In addition, young adultsmust pursue ocationalgoals and attain a capacityfor intimacy.


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• $he medical school

en ironment, howe er, maycreate further stresses.• $he seemingly limitlessmaterial to be learned and

the erce competition candecrease peer support andlea e little time or energy for establishing intimate

relationships.• Other stressors include thetedium of rotememori*ation, loneliness,

and fear of failure.


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• “I’m notsmartenough tobe inmedicaschoo !"

• /0hat do youcall theperson who

raduateslast in his orher classfrom medicalschool


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Specifc Stressors in the

# inica $ears• +ome students who ha e beenexceedingly capable in the basic science

classroom nd themsel es faltering asthey mo e into the 5unior year andconfront the realities of clinical medicine.


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• In the cancer %ard, they face

the issue of imminent death& inthe paediatric %ard, they seechildren %ith congenitaldefects die of 'idney failure&

• In emergency rooms, beautiful young ()-year-old childrencome in %ith missing limbs&and

• In the surgical %ards they mayintervie% people their o%n age

paraly*ed after being shot in asenseless +( robbery.

• "!RL$ $ ". #L$"! , "./.


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Specifc stressors

• Interpersonal con6icts with facultyand fellow students• )ear of increasing responsibilities andthe potential conse7uences of bad

decisions• Death of patients• Dealing with chronic or terminally illpatients

• )ear of infections such as AID+• Discomfort in discussing personalissues

• Discomfort in performing physicalexams


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Leve s o%

Stress• One set ofin estigatorsfound that stresswas highest at thestart of school and

5ust before

examinations andlowest midway inthe third year.

• $he most commonstress pattern is 9


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&ype A 'ersona ity

• :any medical students exhibit a $ype A

personality style characteri*ed bycompetiti eness, hostility, time urgency, andexcessi e de otion to wor%.

• $ype A personality style was documented in a

sur ey of 1;; randomly selected physiciansthat found that only 1;< regularly too% timeo& to relax.

• Only 11< too% acations that were not lin%ed

to professional acti ities.


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Lack o% s eep

• $he hectic schedule of students isa&ecting their health and life style.

• =umerous studies conducted within the

past decade ha e analysed thedeleterious e&ects of sleep depri ation.


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Ann Med Health Sci Res. 2013 Jan-Mar; 3(1): 51–5 .

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3634224/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3634224/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3634224/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3634224/


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(otivation• )or some college students,limited moti ation is a ma5orconcern, especially if the career

choice was not their own.• 8nmoti ated students are lessinclined to study or to turn awayfrom social pulls to get studiesdone.

• Additionally, students who lac%moti ation may 7uic%ly de elopa feeling of helplessness oncethey experience failure.


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)ot Enough &ime* + )et,syndrome-

• $he internet is hugely addicti e.•/I will 5ust nish this chat updatethen get on with my studies.

• $ime9stealers can seemimportant>

•+tudying in a rush means youcannot remember when thetime comes.


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&est An.iety

• 0hen you thin% about an important test,what are you afraid of $he ob ious answer9 being afraid of failing or performing badly.

• $est anxiety a&ects many people of all agesand intelligence, and its symptoms arerooted in our biological ? ght or 6ight?response

• )ear often causes us to see thingsdi&erently from reality.


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• +ome %ind of physicalor emotional anxiety iscommon to most testta%ers.

• +ome people li e indread of a momentwhen their brains ? goblan% .?

• Others experiencegastrointestinalproblems, headaches,or profuse sweating.


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&ips %orSuccess% u

Studying


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• "earning to study e&ecti ely ran%s high inimportance for college students.

• 8p to 33 percent of incoming freshmen don-t%now how to study e&ecti ely.• 8nfortunately, many students don-t reali*e that

they don-t study e&ecti ely, and they assumethat the study habits they formed in high schoolwill see them through college.

• http4 www.academicinfo.net campus9life eight9tips9for9successful9studying

http://www.academicinfo.net/campus-life/eight-tips-for-successful-studyinghttp://www.academicinfo.net/campus-life/eight-tips-for-successful-studyinghttp://www.academicinfo.net/campus-life/eight-tips-for-successful-studyinghttp://www.academicinfo.net/campus-life/eight-tips-for-successful-studyinghttp://www.academicinfo.net/campus-life/eight-tips-for-successful-studyinghttp://www.academicinfo.net/campus-life/eight-tips-for-successful-studyinghttp://www.academicinfo.net/campus-life/eight-tips-for-successful-studyinghttp://www.academicinfo.net/campus-life/eight-tips-for-successful-studying


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Set Study /oa s

• +et realistic learning goals.• $hese goals ser e as the dri ing force /togenerate and maintain the moti ation,thoughts, and beha iors

• +et and use long9term occupational goals@you want to be a doctor and short9termlearning goals @you want to understandthis new material .


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Active Learning

• (ollege le el learning re7uires your activeengagement . Bou can-t 5ust do the readingand lea e it at that.

• Bou ha e to acti ely participate byunderlining, ma%ing notes and 7uestioning

what you-re read.• Bou need to connect new material to whatyou learned last wee% to ma%e it into acohesi e whole.


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B ock o0 Enough &ime

• Bour classes and studyingta%e centre stage.

• )or each hour you spend inclass, you-ll need to de otetwo to three hours outsideof class for study.

•Inability to maintain anorgani1ed p anner and toschedule study time ma%esit easy for students to get

distracted.


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Set (ini 2ead ines

• (hec% your class syllabus andnote when you ha e a big testor a paper due.

• (ount bac%wards from thatdate and schedule time eachwee% to study for the test orresearch.

• Cy creating mini deadlines,you-ll ensure that you ha edone all the wor% you-ll need

to do in time.


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&ake Breaks O%ten• esearch studies show that people canconcentrate intensely for about !# minutes ata time.

• +et up your study time so you put a good !#

minutes focus on studying, then ta%e a 1; to1# minute brea%.• et up, stretch, wal% around. 0hen your brea%is up, head bac% to your studying.


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3no4 yourse % • Enow yourself as a learner @learningpreferences, talents, best times of day tostudy, ability to match study s%ills to

learning tas% F• Enow a ariety of study s%ills andlearning strategies and how to use them.

• Enow the contexts in which what is beinglearned can be used now or in the future.


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Learning Sty es're%ere

nce

2efning

characteristic

Learning

sty e

Learning advice

Activeearner

s

Grefersinteraction

with others

"earn byexplaining to

others.Greferpictures,models.

roup acti ities inwhich members

explain topics toeach other.)inding ways toapply or use the

information.5e6ective

Grefer tothin% aboutthematerial

rst.

"earn byde elopingconnectionsHrelationships

Geriodicallyre iewing what hasbeen read. 0ritinga summary ofreadings or class


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Sensing

2etaioriented7

ook %orand trust%acts

Like earning%acts and

so vingprob emsusing 4e 8estab ished

methods

#ase studymethod!

#onnectingin%ormation torea 4or dapp ications!

Intuition

"oo% forpatternsandrelationships amongfacts, trustintuition.

Don-t li%ecourses thatre7uirememori*ationand routinecalculations.

)indinginterpretations ortheories that lin%the facts.8sing care to readthe entire 7uestionbefore answeringand rechec%ingwor% to pre ent


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're%erence

2efningcharacteristic

Learningsty e

Learningadvice

9isuaearners

ememberwhat theysee

"i%e pictures,diagrams, 6owcharts,demonstrations

)inding ordrawingdiagrams,s%etches,schematics,photographs,

ideos. 8singconceptmapping.(olor9codingnotes.

9erbaLearner

s

et mostout of

written and

"earn byde eloping

connections H

0ritingsummaries or

outlines of


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/ obaearner

s

Learn inarge

jumps7random yabsorbingmateriaunti they

sudden y“get it"

Skimmingthroughthe entirechapter toget anovervie4!

Study %or specifcin%ormation!5e ating thesubject to thingsa ready kno4n tosee biggerpicture

:udging;

Se


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=nderstanding Strategy

• On rst pass4 mar% spots you do notunderstand

• On second pass4 focus on mar%ed areas you

still don-t understand,• $hen4a Identify why you don-t understand @words,

sentences, paragraphb Crea% the problem down into parts, loo% at

the surrounding text for cluesc (hec% other resources


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Strategies %or#omprehension

and 5etention1. +et the mood to study2. ead for understanding by highlighting,

mar%ing important points3. ecall material without referring to the

text!. (orrect recall, amplifying material#. e iew mista%es @learn from tests

. epeat , using acti e recall,J. Grocess the information by putting the

material into an alternate form.


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#oncentration

management

• Attitude prob ems 4 0hen setting the mood to

study, learn to monitor your negati e and positi eself9tal% along with the images created. +top thenegati e self9tal% spiral before it gainsmomentum.

• #oping 4ith 2istractions; $hen learn to controlyour thin%ing by stopping the automatic thoughtsand thin%ing errors and identifying faulty thoughtthemes . Eeep your end goal in mind.


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Study in /roups• $eaching and "earning in small groups has a

aluable part to play in the all9roundeducation of students.

• Melps in assisting students to clarify theirattitudes to and ideas

• Gro ides opportunities for students to recei emore immediate feedbac% on their learning

• 'ncourages students towards self directedand independent learning

• 37!89$S /, ) :. Small ;roup and Learning /evelopment, 9?4


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#ombat &estAn.iety

• Estab ish a consistent pretest routine! "earn whatwor%s for you.

• Learn re a.ation technit %orget to eat and drink! Bour brain needs fuelto function. emember, energy drin%s or co&ee canincrease anxiety.

• /et some e.ercise! egular aerobic exercise canrelease tension.

• /et p enty o% s eep! +leep is directly related toacademic performance.


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• If you panic during tests, try to thin% aboutthese steps ahead of time4

1. accept the anxiety as normal @rather thanghting against it

2. practice deep breathing

3. ma%e a st and s7uee*e tight, then relaxyour st and imagine your whole bodyrelaxing.


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&ips during atest

• ?or mu tip e8choice


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• If we were disembodied beings, pure mindsfree of our messy emotions, our responses toour successes and failures would lac%seriousness and excitement.

• "i%e a computer, we would ha e goals andsucceed or fail to achie e them.

• )or embodied, emotional beings li%e us,howe er, success and failure do matter .

Emotions in Learning


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• 8nless the trainee stays emotionally

in ol ed and accepts the 5oy of a 5ob welldone, as well as the remorse of mista%es,he or she will not de elop further.

• @'atricia Benner7 1KQ! .


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• In general, if one see%sthe safety of rules, onewill not get beyondcompetence.

• 'xperiencing deeply feltrewards or remorseseems to be necessaryfor the performer tolearn from exampleswithout rules.

• $he more the beginner isemotionally committedto learning the better.


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=othing will sustain you morepotently than the power to recogni*ein your humdrum routine . . . the true

poetry of lifeRthe poetry of thecommonplace, of the ordinary man,of the toil worn woman, with their

5oys, their sorrows, and their griefs.• +I 0I""IA: O+"' -+ ad ice to medical students @circa

1K;#


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Summary

1. :edical students can ha e study problems in theirpreclinical years due to the olume of study, fear offailure and the loneliness of lea ing home for the rst

time.2. During clinical years, confronting the realities ofillness and death play a role in causing stress. )ear ofexams and the wor%load can interfere with studies.

3. Groper time management, good study tactics,moti ation, group study and relaxation techni7uescan help combat study problems.

!. 'motional in ol ement and a sense of commitmentto the chosen career are good ways to stay on trac%.


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5e%erences

• Behavior and (edicine ! e 8pd 'dition byDanny 0edding , (hapter , +pecial Groblems of:edical +tudents, Darlene ". +haw, Danny0edding, Geter C. Seldow, =ancy Diehl.

• Ann :ed Mealth +ci es. 2;13 Tan9:arF 3@1 4 #1U#!. doi4 1;.!1;3 21!19K2!Q.1;K!QQ

• http4 www.academicinfo.net• http4 www.testprepre iew.com testVanxiety.htm• http4

www.mayoclinic.org diseases9conditions generali*ed9anxiety9disorder expert9answers test9anxiety

http://www.amazon.com/Danny-Wedding/e/B004FQT5SI/ref=dp_byline_cont_book_1http://www.amazon.com/Danny-Wedding/e/B004FQT5SI/ref=dp_byline_cont_book_1http://www.academicinfo.net/http://www.academicinfo.net/http://www.testprepreview.com/test_anxiety.htmhttp://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/expert-answers/test-anxietyhttp://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/expert-answers/test-anxietyhttp://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/expert-answers/test-anxietyhttp://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/expert-answers/test-anxietyhttp://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/expert-answers/test-anxietyhttp://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/expert-answers/test-anxietyhttp://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/expert-answers/test-anxietyhttp://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/expert-answers/test-anxietyhttp://www.testprepreview.com/test_anxiety.htmhttp://www.testprepreview.com/test_anxiety.htmhttp://www.academicinfo.net/http://www.academicinfo.net/http://www.amazon.com/Danny-Wedding/e/B004FQT5SI/ref=dp_byline_cont_book_1http://www.amazon.com/Danny-Wedding/e/B004FQT5SI/ref=dp_byline_cont_book_1


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Any uestions

&hank you

1. study problems of medical students

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