Qualitative Analysis of Mental Health Stressors Among Pharmacy and Medical Students Between 2009 and 2020

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2024-09-26 DOI:10.1016/j.ajpe.2024.101296

Janice S. Huang , Cassidy Ballard , Sidney Zisook , Judy E. Davidson , Kelly C. Lee

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Abstract

Objective

The primary objective of this study was to identify and compare stressors between pharmacy and medical students that may lead to poor mental health outcomes and decreased quality of professional medical care.

Methods

We used an inductive reflexive thematic analysis to interpret free-text responses from a stress and depression survey administered to pharmacy and medical students between 2009 and 2020 at a single public university. The inductive process involved several steps, including data familiarization, coding, and theme development. Two of the authors independently coded the data and presented their findings to the research team. After reaching a consensus, the data were recoded according to the new interpretation. Theme generation involved grouping codes into overarching ideas that provided a narrative.

Results

Five major themes emerged among both cohorts: constant overwhelming pressure, stressors of an interpersonal relationship, internal battle with oneself, financial burden, and postgraduation anxiety and uncertainty. Constant overwhelming pressure, stresses of an interpersonal relationship, and internal battle with oneself were the 3 most frequent themes identified. One notable stressor observed only among pharmacy students was having an internship during their training years.

Conclusion

Addressing the well-being of pharmacy and medical students early in training is crucial. Despite the different pharmacy and medical school curricula, it was evident that both cohorts faced similar stressors. This study identified specific stressors among pharmacy and medical students that can help health professional programs develop initiatives to support student well-being.

查看原文本刊更多论文

2009-2020 年间药学和医学专业学生心理健康压力的定性分析。

目的主要目的是确定并比较药学专业学生和医科专业学生之间可能导致不良心理健康结果和专业医疗质量下降的压力因素：我们采用归纳式反思主题分析法来解释 2009 年至 2020 年间在一所公立大学对药学和医学专业学生进行的压力和抑郁调查中的自由回答。归纳过程包括熟悉数据、编码和主题发展等几个步骤。其中两位作者对数据进行了独立编码，并向研究团队展示了他们的发现。在达成共识后，根据新的解释对数据进行重新编码。主题的形成包括将编码归纳为提供叙述的总体观点：结果：两组学生中都出现了五大主题：持续的压倒性压力、人际关系的压力、内心的自我斗争、经济负担以及毕业后的焦虑和不确定性。持续不堪重负的压力、人际关系的压力和与自己的内心斗争是最常见的三个主题。仅在药剂学专业学生中观察到的一个显著压力是在培训期间的实习：结论：在培训初期解决药学和医学专业学生的健康问题至关重要。尽管药学院和医学院的课程不同，但很明显，两类学生都面临着类似的压力。这项研究发现了药学和医学专业学生的特定压力源，有助于卫生专业课程制定支持学生身心健康的措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.