Volume 13, Issue 4 (winter 2019)
jmed 2019, 13(4): 358-366 |
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Talbi S, Rasteghar A, saif M H. Investigating the relationship between stressful educational period and interaction with patient. jmed 2019; 13 (4) :358-366
URL: http://jmed.ssu.ac.ir/article-1-772-en.html
URL: http://jmed.ssu.ac.ir/article-1-772-en.html
1 Associate Professor, Payamenoor University, Tehran, Iran
Abstract: (4170 Views)
Introduction: The aim of the current study was to investigate the relationship between stressful educational period and the suitable interaction with patient.
Methods: This was a correlational study. The population included all students of Shiraz University of Medical Sciences. To evaluate stressful factors in educational period, the researcher used Abbasi et.al. Questionnaire and to evaluate interaction skills, the researcher used Jalalvandi's questionnaire. The data were analyzed by regression.
Result: Correlation coefficient related to stressful factors in educational setting (ß=-0.363), graduation stress (ß=-0.205), and educational situation stress (ß=-0.126) were significant regarding interaction with patient. Therefore, the highest correlation coefficient was related to stressful factors in educational setting, graduation stress, and educational situation, respectively. Also, most of the students agreed with teaching psychology in medical majors.
Conclusion: When encountered with stressful factors, medical students were influenced by their thought in such a way that they showed less sensitivity to interaction with patient and sometimes made mistakes in diagnosis of the disease. Therefore, it is suggested that planners revise formal medical programs which are designed without psychological subjects. Also it is recommended to conduct more studies on psychological skills such as interaction skills, stress refining and so on.
Keywords: Interaction skills with patient, Educational setting, Educational situation, Graduation stress
Methods: This was a correlational study. The population included all students of Shiraz University of Medical Sciences. To evaluate stressful factors in educational period, the researcher used Abbasi et.al. Questionnaire and to evaluate interaction skills, the researcher used Jalalvandi's questionnaire. The data were analyzed by regression.
Result: Correlation coefficient related to stressful factors in educational setting (ß=-0.363), graduation stress (ß=-0.205), and educational situation stress (ß=-0.126) were significant regarding interaction with patient. Therefore, the highest correlation coefficient was related to stressful factors in educational setting, graduation stress, and educational situation, respectively. Also, most of the students agreed with teaching psychology in medical majors.
Conclusion: When encountered with stressful factors, medical students were influenced by their thought in such a way that they showed less sensitivity to interaction with patient and sometimes made mistakes in diagnosis of the disease. Therefore, it is suggested that planners revise formal medical programs which are designed without psychological subjects. Also it is recommended to conduct more studies on psychological skills such as interaction skills, stress refining and so on.
Keywords: Interaction skills with patient, Educational setting, Educational situation, Graduation stress
Keywords: Interaction skills with patient, Educational setting, Educational situation, Graduation stress
Type of Study: Research |
Subject:
Medical Education
Received: 2017/01/20 | Accepted: 2018/05/19 | Published: 2019/03/12
Received: 2017/01/20 | Accepted: 2018/05/19 | Published: 2019/03/12
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