Comparison of Third Year Medical Student Wellness Before and During the SARS-CoV2 Pandemic
Notice bibliographique
Résumé
Introduction Depression and suicidal ideation have a higher prevalence in medical students when compared to other age-matched populations.1,2 The SARS-CoV2 pandemic has further threatened medical trainee well-being with increased stress and risk of mental illness.3,4 Objective To compare medical student well-being at a single institution before and during the SARS-CoV2 pandemic. Methods Third year medical students at a single institution voluntarily completed a survey during pediatric clerkship orientation as part of an ongoing, non-pandemic longitudinal wellness study. The survey instrument includes basic demographic information, the validated World Health Organization (WHO) (FIVE) Well-Being Index (WHO-5), and questions about physical activity. Data from mid-academic year students rotating on the pediatric clerkship in the 2019-2020 (two cohorts, pre-pandemic) and 2020-21 (three cohorts, during pandemic) academic years were compared across compositive survey scores and sub-question scores. Results Study participation was 81% pre-pandemic (n=34) and 59% during the pandemic (n=39) with no statistically significant differences in age or gender. Mean WHO-5 well-being scores trended up from the pre-pandemic to pandemic groups without reaching statistical significance (16.3 vs 17.5, p=0.13). The mean individual survey question on feeling fresh and rested significantly improved from pre-pandemic to pandemic groups (2.74 vs 3.23, p<0.05). Remaining question mean scores were similar or trended toward improved well-being from pre-pandemic to pandemic groups; cheerful/good spirits (3.62 vs 3.82, p=0.15), calm/relaxed (3.32 vs 3.33, p=0.48), active/vigorous (3.18 vs 3.31, p=0.28), and interest in daily life (3.41 vs 3.79, p=0.08). Based on using the composite WHO-5 survey as a validated tool to screen for depression, there was a trend towards less students screening positive for depression in the pandemic group (26.5% pre-pandemic vs 10.5% pandemic, p=0.07). Discussion From our small sample of third year medical students at a single institution, we find that well-being is stable when comparing matched groups across academic years before and during the SARS-CoV2 pandemic. Interestingly, survey subsection data demonstrates improved subjective feelings of being rested in the pandemic group and suggests lower rates of depression based on screening cutoffs (WHO-5). We suspect this may be related to changes in the educational environment such as transitioning from the clinical environment to virtual rotations, or time away from rotations entirely which may have allowed for increased personal wellness time. Focus groups and further investigation are necessary to identify which factors are altering levels of student well-being. References Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med J Assoc Am Med Coll. 2006;81(4):354-373. doi:10.1097/00001888-200604000-00009 Rotenstein LS, Ramos MA, Torre M, et al. Prevalence of Depression, Depressive Symptoms, and Suicidal Ideation Among Medical Students: A Systematic Review and Meta-Analysis. JAMA. 2016;316(21):2214-2236. doi:10.1001/jama.2016.17324 Kannampallil TG, Goss CW, Evanoff BA, Strickland JR, McAlister RP, Duncan J. Exposure to COVID-19 patients increases physician trainee stress and burnout. PLOS ONE. 2020;15(8):e0237301. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0237301. Accessed Oct 5, 2020. doi: 10.1371/journal.pone.0237301. Wu S, Li Z, Li Z, et al. The mental state and risk factors of chinese medical staff and medical students in early stages of the COVID-19 epidemic. Compr Psychiatry. 2020;102:152202. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7437442/. Accessed Oct 21, 2020. doi: 10.1016/j.comppsych.2020.152202.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».