Identifying medical students at risk of underperformance from significant stressors. Issue 1 (December 2016)

• Record Type: Journal Article
• Authors: Wilkinson, Tim; McKenzie, Jan; Ali, Anthony; Rudland, Joy; Carter, Frances; Bell, Caroline
• Is Part Of: BMC medical education. Volume 16:Issue 1(2016)
• Page Start: 1
• Page End: 9
• Publication Date: 2016-12
• Subjects: Medical education -- Periodicals; 610.715
• DOI: 10.1186/s12909-016-0565-9
• Languages: English
• ISSNs: 1472-6920

Abstract

Abstract Background Stress is associated with poorer academic performance but identifying vulnerable students is less clear. A series of earthquakes and disrupted learning environments created an opportunity to explore the relationships among stress, student factors, support and academic performance within a medical course. Methods The outcomes were deviations from expected performances on end of year written and clinical examinations. The predictors were questionnaire-based measures of connectedness/support, impact of the earthquakes, safety, depression, anxiety, stress, resilience and personality. Results The response rate was 77 %. Poorer than expected performance on all examinations was associated with greater disruptions to living arrangements and fewer years in the country; on the written examination with not having a place to study; and on the clinical examination with relationship status, not having the support of others, less extroversion, and feeling less safe. There was a suggestion of a beneficial association with some markers of stress. Conclusion We show that academic performance is assisted by students having a secure physical and emotional base. The students who are most vulnerable are those with fewer social networks, and those who are recent immigrants.