Impact of sudden change to online teaching during COVID-19 pandemic on mental health of medical students using the DASS-21 scale

Jabeen Hafsa, Vaseem Anjum
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引用次数: 0

Abstract

Abstract Background: The COVID-19 pandemic has influenced almost every aspect of life, education being no exception. The sudden shift of teaching and learning using virtual methods was not an easy task. While medicine needs not just knowledge but also skills there were many questions regarding the efficacy of online classes. Aims: To study the impact of the sudden change of teaching method on the mental health of medical students using the DASS 21 questionnaires. Methods and Material: It was a cross-sectional study. This study was done among the 1 st , 2 nd and 3rd-year medical students over a period of 5 months. Pre-structured DASS-21 questionnaire was used to assess the mental health of these students. We have excluded all the students who already had a history of anxiety, stress, and depression before the corona virus pandemic. Results: Out of 122 students, 34 (27.9%) were males and 86 (70.5%) belonged to the age group 18-21 years. Depression, Anxiety and stress were more among the 1 st MBBS students. Conclusions: Sudden changes in the mode of teaching are not easily accepted by the students. The transition should be well-planned.
采用DASS-21量表分析新冠肺炎疫情期间网络教学突然改变对医学生心理健康的影响
背景:新冠肺炎疫情几乎影响了人们生活的方方面面,教育也不例外。使用虚拟方法进行教学和学习的突然转变并不是一件容易的事。虽然医学不仅需要知识,还需要技能,但关于在线课程的有效性存在许多问题。目的:利用DASS 21问卷,研究教学方式的突然改变对医学生心理健康的影响。方法与材料:采用横断面研究。本研究以一、二、三年级医学生为对象,为期5个月。采用预编制的DASS-21问卷对这些学生进行心理健康评估。我们排除了所有在冠状病毒大流行之前已经有焦虑、压力和抑郁史的学生。结果:122名学生中,男性34人(27.9%),18 ~ 21岁86人(70.5%)。第一名MBBS学生的抑郁、焦虑和压力更大。结论:突然改变教学模式不容易被学生接受。过渡应经过周密的规划。
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