PREVELANCE OF MEDICAL STUDENT'S

PERFORMANCE RELATION TO THE STRESS IN UST ,

SANA’A, YEMEN, 2020.
Final proposal submitted for partial fulfillment of requirement for research
methodology.

Done by
Abdullaziz Al-Bahr Tareq Zabad
Aseim Nasar Shaher
Ahmed Al-Qhtani

Supervisors
Dr. Mahdi Al-Qarwani

Republic of Yemen, Sana’a

University of Science & Technology
Faculty of Medicine & Health Sciences
Department of Community and Family Medicine
2021
 Contents
Chapter (1): Introduction..............................................................................................................2
Background:...................................................................................................................2
Objectives:......................................................................................................................2

I
Chapter (1): Introduction

II
Background:

Stress is a normal human reaction that happens to everyone. In fact, the human body is
designed to experience stress and react to it. When you experience changes or challenges
(stressors), your body produces physical and mental responses. That’s stress.

Stress responses help your body adjust to new situations. Stress can be positive,
keeping us alert, motivated and ready to avoid danger. For example, if you have an important
test coming up, a stress response might help your body work harder and stay awake longer.
But stress becomes a problem when stressors continue without relief or periods of relaxation.

The body’s autonomic nervous system controls your heart rate, breathing, vision
changes and more. Its built-in stress response, the “fight-or-flight response,” helps the body
face stressful situations.

When a person has long-term (chronic) stress, continued activation of the stress
response causes wear and tear on the body. Physical, emotional and behavioral symptoms
develop.

Physical symptoms of stress include:

Aches and pains.
Chest pain or a feeling like your heart is racing.
Exhaustion or trouble sleeping.
Headaches, dizziness or shaking.
High blood pressure.
Muscle tension or jaw clenching.
Stomach or digestive problems.
Trouble having sex.
Weak immune system.
Stress can lead to emotional and mental symptoms like:
Anxiety or irritability.
Depression.

1
 Panic attacks.
Sadness.
Often, people with chronic stress try to manage it with unhealthy behaviors,
including:
1-Drinking too much or too often.
2-Gambling.
3-Overeating or developing an eating disorder.
3-Participating compulsively in sex, shopping or internet browsing.
4-Smoking.
5-Using drugs.

Justification :
1-The withdrawal of students from the Faculty of Medicine is more than one in other
colleges
2- Increased stress that leads to a decrease in students' signs
3-Decreased demand for studying in students with stress
4-Serious symptoms of stress, such as myocardial infarction

Research question :
Does the performance of medical students affected by stress ?

1
 Chapter (2):
LITERATURE REVIW

Effect of stress on academic performance in medical students--a cross sectional study

1
 WHO:
 Mukesh Kumar,

 Sachin Sharma,

 Surbhi Gupta,

 Supriya Vaish,

 Rajesh Misra

WHERE:
Indian J Physiol Pharmacol
WHEN:
. Jan-Mar 2014

Objectives:
firstly to explore common sources of stress in medical students, secondly to establish
correlation of stress, gender, attendance, and academic performance if any.

Results & conclusions: Stress shows beneficial effects in females when compared to
males. High attendance and better day to day performance in female medical students was
associated with more amount of stress when compared to male students. Thus, stress among
medical students should be acknowledged and attempts should be made to alleviate it.

Investigating the Relationship Between Resilience, Stress-Coping Strategies, and

Learning Approaches to Predict Academic Performance in Undergraduate Medical Students:
Protocol for a Proof-of-Concept Study
WHO:
 Yajnavalka Banerjee

 , Aya Akhras,

 Amar Hassan Khamis

 , Alawi Alsheikh-Ali

 David Davis
1
 WHERE:
1College of Medicine, Mohammed Bin Rashid University of Medicine and Health
Sciences, Dubai, United Arab Emirates.
2Center for Outcomes and Research in Education, Mohammed Bin Rashid University
of Medicine and Health Sciences, Dubai, United Arab Emirates.
3Center for Medical Education, University of Dundee, Nethergate, Dundee, United
Kingdom.
4Hamdan Bin Mohammed College of Dental Medicine, Mohammed Bin Rashid
University of Medicine and Health Sciences, Dubai, United Arab Emirates.
5Department of Family and Community Medicine, University of Toronto, Toronto,
ON, Canada.
WHEN:
. 2019 Sep 19.

Objective:
The aim of this proof-of-concept study is to determine the relationship between
resilience, learning approaches, and stress-coping strategies and how they can collectively
predict achievement in undergraduate medical students. The following research questions
will be addressed: What is the correlation between the psychoeducational variables
resilience, learning approaches, and stress-coping strategies? Can academic performance of
undergraduate medical students be predicted through the construction of linear relationships
between defined variables employing the principles of empirical modeling?

Results:
Psychoeducational instruments in the form of validated questionnaire have been
identified in relation to the objectives. These questionnaires have been formatted for
integration into Google forms such that they can be electronically distributed to the
consenting participants. We submitted the proposal to MBRU institutional review board
(IRB) for which exemption has been awarded (application ID: MBRU-IRB-2019-013).
There is no funding in place for this study and no anticipated start date. Total duration of the
proposed research is 12 months.

Conclusions:
1
 Psychoeducational instruments used in this study will correlate resilience, stress-
coping strategies, and learning approaches to academic performance of undergradudate
medical students. To the best of our knowledge, no study exploring the multidimensional
association of key psychoeducational variables and academic performance in undergraduate
medical students has been pursued. Investigated variables, resilience, learning approaches,
and stress-coping strategies, are individual traits, however; students' learning history before
they joined MBRU is unknown, so our research will not be able to address this specific
aspect.

The effect of a stress and anxiety coping program on objective structured clinical
examination performance among nursing students in shiraz, Iran
WHO:
 Sadaf Mojarrab

 Leila Bazrafkan

 Azita Jaberi

WHEN:
. 2020 Sep 14
WHERE:
1-Medical Education Department, Medical Education Development Centre, Shiraz
University of Medical Sciences, Shiraz, Iran.
2-Clinical Education Research Centre, Education Developmental Centre, Shiraz
University of Medical Sciences, Sina-Sadra Halls Complex, Neshat Ave, Shiraz, Postcode:
7134874689, Iran. l.bazrafkan@yahoo.com.
3-Community Based Psychiatric Care Research Center, School of Nursing and
Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.

Results:
As a result of the anxiety coping program, a substantial reduction in the anxiety score
(by 11.61 units) in the intervention group was observed. There was a significant difference in
the pre- and post-exam anxiety scores between the control and intervention groups (P <
0.001). The anxiety coping program improved the examination results of nursing students in
the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001).

Conclusion:

1
 The anxiety coping program reduced the anxiety level among nursing students and
improved their OSCE results. Our findings can be utilized to better evaluate clinical
activities in different medical and paramedical groups. Moreover, educators can implement
such coping programs prior to evaluations in order to effectively assess the knowledge,
attitude, and performance of the students.

Performance of International Medical Students In psychosocial medicine

WHO:
 D Huhn

 J Lauter

 D Roesch Ely

 E Koch

 A Möltner

 W Herzog

 F Resch

 S C Herpertz

 C Nikendei

WHEN:
. 2017 Jul 10.
WHERE:
1-Department of General Internal Medicine and Psychosomatics, Centre for
Psychosocial Medicine, University Hospital Heidelberg, Thibautstraße 4, D-69115,
Heidelberg, Germany. Daniel.Huhn@med.uni-heidelberg.de.
2-Department of General Internal Medicine and Psychosomatics, Centre for
Psychosocial Medicine, University Hospital Heidelberg, Thibautstraße 4, D-69115,
Heidelberg, Germany.
3-Department of General Psychiatry, Centre for Psychosocial Medicine, University
Hospital Heidelberg, Heidelberg, Germany.
4-Department of Child and Adolescent Psychiatry, Centre for Psychosocial Medicine,
University Hospital Heidelberg, Heidelberg, Germany.
5-Competence Centre for Examinations in Medicine, Heidelberg, Baden-
Württemberg, Germany.
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 Results:
International medical students scored significantly poorer than their local peers (p
< .001; η2 = .042). Within the specific professional domains assessed, they showed poorer
scores, with differences in conversational skills showing the highest effect (p < .001; η2
= .053). No differences emerged within the multiple-choice examination (p = .127).
Conclusion:
International students showed poorer results in clinical-practical exams in the field of
psychosocial medicine, with conversational skills yielding the poorest scores. However,
regarding factual and practical knowledge examined via a multiple-choice test, no
differences emerged between international and local students. These findings have decisive
implications for relationship building in the doctor-patient relationship.

Effect of year of study on stress levels in male undergraduate dental

students
WHO:
 Abdullah M Alzahem

 Henk T Van der Molen

 Benjamin J De Boer

WHEN:
2013 Oct 18
WHERE:
1-Advanced Education in General Dentistry (AEGD) Residency Program, King
Abdullah International Medical Research Center/King Saud bin Abdulaziz University for
Health Sciences/National Guard Health Affairs, Riyadh, Saudi Arabia.

Objective:
Stress among dental students can be a significant threat, resulting in physical and/or
mental illness, and have a negative effect on students' performance and the professional
practice of dentistry. Stress can occur from different sources. The purpose of this study is to
test whether the year of study has an effect on the stress levels of dental students.

Results:

1
 THE RESULTS SHOW THE MOST COMMON SOURCES OF STRESS:
examinations and completing clinical requirements. Moreover, in the five-year lecture-based
traditional curriculum, the third year students reported the highest level of stress, whereas the
first year reported the lowest level of stress.

Conclusion:
Third year undergraduate dental students reported the highest level of stress. This
stress could be reduced by reviewing and modifying the dental curriculum by allowing
students to have contact with patients more gradually, starting from the first year, in addition
to adding stress prevention and intervention programs in dental curricula.

1
Chapter (1): objective and
Hypothesis

1
 General Objective:
-To determine the common cause of stress in medical students
Specific objective:
- To compare between medical students in different grades .
- To determine the degree of each cause .

Research Hypothesis :
H1:There is association between medical students preference and stress