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PLoS One. 2015 Jun 29;10(6):e0131535. doi: 10.1371/journal.pone.0131535. eCollection 2015.

Relationship among Medical Student Resilience, Educational Environment and Quality of Life.

Author information

1
Center for Development of Medical Education, School of Medicine of the University of São Paulo, Sao Paulo, Brazil; Evangelical Medical School of Parana, Curitiba, Brazil.
2
Department of Medicine, School of Medicine of the University of Sao Paulo, Sao Paulo, Brazil.
3
Center for Development of Medical Education, School of Medicine of the University of São Paulo, Sao Paulo, Brazil.
4
Department of Obstetrics and Gynecology, Federal University of Uberlandia, Uberlandia, Minas Gerais, Brazil.
5
State University of São Paulo, Botucatu, Brazil.
6
ABC Foundation Medical School, Santo Andre, Brazil.
7
School of Medicine of Marilia, Marilia, Brazil.
8
School of Medicine of Rio Preto, Rio Preto, Brazil.
9
Department of Psychiatry, School of Medicine, State University of Campinas, Campinas, Brazil.
10
Department of Pathology, School of Medicine of the University of Sao Paulo, Sao Paulo, Brazil.
11
Center for Development of Medical Education, School of Medicine of the University of São Paulo, Sao Paulo, Brazil; Department of Medicine, School of Medicine of the University of Sao Paulo, Sao Paulo, Brazil.

Abstract

CONTEXT:

Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students.

METHODS:

We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young's resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire - short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI).

RESULTS:

Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score ≥ 14 and STAI state or anxiety scores ≥ 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (β=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (β=-0.85; 95%CI=-1.25 to -0.45) QoL scores, environment (β=-6.48; 95%CI=-10.01 to -2.95), psychological (β=-22.89; 95%CI=-25.70 to -20.07), social relationships (β=-14.28; 95%CI=-19.07 to -9.49), and physical health (β=-10.74; 95%CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (β=-31.42; 95%CI=-37.86 to -24.98), learning (β=-7.32; 95%CI=-9.23 to -5.41), teachers (β=-5.37; 95%CI=-7.16 to -3.58), academic self-perception (β=-7.33; 95%CI=-8.53 to -6.12), atmosphere (β=-8.29; 95%CI=-10.13 to -6.44) and social self-perception (β=-3.12; 95%CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements.

CONCLUSIONS:

Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training.

PMID:
26121357
PMCID:
PMC4486187
DOI:
10.1371/journal.pone.0131535
[Indexed for MEDLINE]
Free PMC Article

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