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首页> 外文期刊>Journal of Clinical and Diagnostic Research >Effects of Mentoring in First Year Medical Undergraduate Students using DASS-21
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Effects of Mentoring in First Year Medical Undergraduate Students using DASS-21

机译：第一年医疗本科生使用DASS-21的影响

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Medical students often require high level of specialised institutional and personal support to facilitate success. Distress is commonly observed in medical undergraduate students which lead to poor academic performances. The stress though looks reasonable it needs to be addressed with right amount of counseling. A good mentoring session helps in reducing depression, stress and anxiety.Aim: To determine the effects of mentoring on first-year medical students using Depression, Anxiety and Stress Scale - 21 Items (DASS 21).Materials and Methods: It was an interventional study conducted in Seth GSMC, Department of Physiology, Mumbai, Maharashtra, India, from July 2019 to February 2020. Total 120, first-year medical undergraduates were recruited in the study. At the beginning, an orientation session was conducted for the faculty. Mentoring sessions were conducted for students once in a week. Data was collected using DASS-21 in the beginning in July 2019 to February 2019. Statistical analysis was done using Wilcoxon sign rank test. Five-point Likert scale was used for qualitative analysis of the feedbacks received from mentors as well as mentees. The p-value<0.05 was considered as significant.Results: Out of 15 faculty members were 8 were males and 7 were females with mean age of 47±8 and 46±1 years respectively. Among mentees, 64 were males and 56 were females with mean age of 17±8 and 17±6 years. A significant decrease was obtained in the levels of depression, anxiety and stress scores of students after mentoring. Wilcoxan sign rank sum test was used. The p-value before and after mentoring session was 0.00418 for Depression, 0.00033 for anxiety and 0.00805 for stress.Conclusion: Mentoring was found to reduce stress, anxiety and depression in first-year medical undergraduate students. The mentoring program was found to be useful to students as well as faculty. It should be extended through all the years of under graduation.
机译：医学生往往需要高水平的专门制度和个人支持，以促进成功。医疗本科学生通常观察到痛苦，这导致学术表演差。虽然看起来合理的压力需要以适当的咨询来解决。一个良好的指导会议有助于减少抑郁，压力和焦虑。在2019年7月至2020年7月，印度的Seth GSMC，孟买，Maharashtra的生理系进行了学习，从2019年7月到2020年。在研究中招募了120名。一开始，为教师进行了一个定向会议。在一周内为学生进行了指导课程。在2019年7月至2019年2月开始使用DASS-21收集数据。使用Wilcoxon标志等级测试完成统计分析。五点李克特规模用于对导师收到的反馈的定性分析以及思维。 P值<0.05被认为是显着的。结果：15名教职员工是8名男性，7名是男性，平均年龄为47±8和46±1年。在思维中，64名是男性，56名是女性，平均年龄为17±8和17±6年。在指导后，在学生的抑郁，焦虑和压力评分水平中获得显着降低。使用Wilcoxan Sign Shand Sum测试。抑郁症前后的P值为抑郁症为0.00418，用于焦虑的0.00033和1.00805，用于应激。结论：指导在一年的医疗本科生中减轻压力，焦虑和抑郁。发现指导计划对学生以及教师有用。它应该通过毕业的所有年来延长。

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