心灵高于物质：追踪医学生在USMLE第1步关口的健康自我感知。

IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Science Educator Pub Date : 2025-03-21 eCollection Date: 2025-06-01 DOI:10.1007/s40670-025-02363-2

Valerie Glassman, Kelly Lacy Smith

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引用次数: 0

摘要

本研究考察了北卡罗来纳大学医学院在USMLE第一步专门研究期间医学生自我报告的健康状况。来自40名参与者的数据显示，他们的情绪和身体健康状况出现了显著波动。学生们通常会用“紧张”和“焦虑”来形容自己的感觉，而较少使用“有联系”这样的积极词汇。在收到他们第一步的分数后，消极的描述减少了，而积极的描述，包括“联系”，增加了。然而，当学生过渡到临床课程时，孤独感和焦虑感又回来了。这些发现强调了压力和焦虑在整个研究期间以及医学教育临床阶段的持续影响。

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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Mind over Matter: Tracking Medical Students' Self-perceptions of Wellness at the USMLE Step 1 Juncture.

This study examines medical students' self-reported wellness during the USMLE Step 1 dedicated study period at the University of North Carolina School of Medicine. Data from 40 participants revealed significant fluctuations in emotional and physical well-being. Students commonly described feeling "nervous" and "anxious," with fewer positive terms like "connected." After receiving their Step 1 scores, negative descriptors decreased, and positive ones, including "connected," increased. However, as students transitioned to clinical coursework, feelings of isolation and anxiety returned. These findings highlight the ongoing impact of stress and anxiety throughout the study period and into the clinical phase of medical education.

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来源期刊

Medical Science Educator Social Sciences-Education

CiteScore

2.90

自引率

11.80%

发文量

202

期刊介绍： Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.