Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform
Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform
复制标题
综合课程改革医学生学业成绩与焦虑抑郁的相关性
DOI：
10.1016/s0257-5655(07)70001-9
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
I
中科院分区：
文献类型：
--
作者：
Y. Yeh;C. Yen;Chung;Chun‐Hsiung Huang;Keh;I
本研究旨在探讨课程改革后医学生学习成绩与焦虑、抑郁水平的相关性。并对不同焦虑、抑郁水平的医学生的学业成绩差异及学业成绩与焦虑、抑郁的相关方向进行了分析。新课程第一学期的研究生入学课程的一年级学生和本科入学课程的三年级学生被招募来完成Zung的焦虑和抑郁量表两次，以检查他们的焦虑和抑郁水平。收集了他们在新课程第一学期四个阶段的学业成绩评分。结果表明，学业成绩与总体焦虑、抑郁无显著相关。然而，通过将医学生分为低、中、高水平焦虑或抑郁组，那些在第一学习块中学习成绩较差的学生在第一次心理评估中更有可能有更高水平的抑郁。在第一次心理评估中处于高焦虑水平组的医学生中，焦虑程度越重的医学生在第四学习模块中的学习成绩越差。在第二次心理评估中处于低焦虑水平组的医学生中，焦虑程度越重的医学生在第四学习模块中的学习成绩越好。在第二次心理评估中处于中度焦虑水平的医学生中，焦虑程度越重的医学生在第二学习模块中的学习成绩越差。在第二次心理评估中处于高抑郁水平组的医学生中，抑郁程度越重的医学生在第四学习模块中的学习成绩越差。本研究结果显示，医学生的学习成绩与焦虑、抑郁情绪之间存在正相关和负相关，且焦虑、抑郁的严重程度不同。本研究结果可供教师在规划教学与评量方案时参考。
This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate‐entry program and grade 3 students from undergraduate‐entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth learning block. The results of this study indicate that there are both positive and negative correlations between academic achievement and anxiety and depression in medical students, regarding differing levels of severity of anxiety or depression. The results could represent a reference for teachers on the planning of teaching and assessment programs.
DOI：
10.1097/00004583-199105000-00006
发表时间：
1991-05-01
影响因子：
13.3
作者：
KOVACS, M;GOLDSTON, D
通讯作者：
GOLDSTON, D