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Mental health of medical students and their well being effect of (covid 19)

Author: Tarash Mandaria

Mariam Koiava

Amiran Muzaev

University of Georgian national university

ABSTRACT:

The issue of mental health among medical students has garnered increasing attention in recent years,
reflecting the observations of counseling and mental health professionals on college campuses. This
research delves into the prevalence of mental health issues and risk factors among medical students,
shedding light on the stressors they face within the academic environment. Utilizing existing literature
and empirical data, this study highlights the significant impact of academic demands, performance
pressure, and environmental factors on students' mental well-being.

Findings from previous studies underscore the alarming rates of suicidal ideation, depression, burnout,
and poor quality of life among medical students, indicating a pressing need for further investigation into
the underlying causes and effects. Despite the intensity of academic pursuits, research suggests no clear
correlation between students' perceptions of mental health and academic achievement, necessitating a
more nuanced understanding of this relationship.

The COVID-19 pandemic emerges as a significant catalyst for heightened stress and mental health
challenges among medical students, exacerbating existing pressures with factors such as social isolation
and economic hardships. Drawing from recent literature, this study highlights the unique anxieties faced
by medical students during the pandemic, emphasizing the importance of tailored support mechanisms.

A demographic analysis of the sample population reveals predominant stress levels, coping mechanisms,
and engagement in social activities among medical students. While a majority report high levels of stress
and frequent emotional drainage, awareness of mental health support services remains alarmingly low.
Moreover, concerns regarding stigma and repercussions inhibit many students from seeking professional
help, underscoring the need for stigma reduction initiatives within academic institutions.

The research concludes with reflections on the limitations of self-report surveys and emphasizes the
need for expert interpretation to fully grasp the nuances of individual experiences with depression.
Ultimately, this study underscores the urgency of addressing mental health challenges among medical
students and calls for targeted interventions to foster a supportive and conducive learning environment
within academic institutions.

INTRODCTION:

In recent years, the mental health crisis among college students, particularly within the medical
education community, has garnered increasing recognition. Counseling professionals and mental health
experts on college campuses have reported a concerning rise in the frequency and severity of mental
health issues among students. This phenomenon has prompted scholars and stakeholders within
academic institutions to investigate the prevalence of mental health challenges and associated risk
factors among various student demographics, including those pursuing degrees in medicine and related
fields.

The pursuit of medical education is renowned for its rigorous demands, characterized by overwhelming
academic pressures, the relentless pursuit of excellence, and an environment that may inadvertently
compromise students' mental well-being and overall health. Research has consistently highlighted the
prevalence of mental health struggles among medical students, with alarming rates of suicidal ideation,
depression, burnout, and diminished quality of life.

Despite the growing recognition of mental health issues in medical education, there remains a significant
gap in understanding the complex interplay between mental health and academic achievement. Previous
studies have failed to establish a clear relationship between students' perceptions of their mental health
and their academic performance, highlighting the need for further exploration into this critical nexus.

Moreover, the emergence of the COVID-19 pandemic has added a new layer of stress and uncertainty to
the already challenging landscape of medical education. Social isolation, economic hardships, and the
absence of definitive treatments for the virus have exacerbated existing mental health concerns among
medical students, necessitating a deeper examination of their unique anxieties and coping mechanisms
during these unprecedented times.

This research aims to provide a comprehensive examination of the mental health challenges faced by
medical students, with a focus on understanding the underlying stressors, coping mechanisms, and
support systems within the academic environment. By analyzing existing literature and empirical data,
this study seeks to shed light on the prevalence of mental health issues among medical students, identify
key risk factors, and propose targeted interventions to promote student well-being and resilience.

Through a nuanced exploration of the intersection between mental health and medical education, this
research aims to contribute to the ongoing dialogue surrounding student well-being and advocate for
the implementation of evidence-based interventions to support the mental health needs of future
healthcare professionals.

Literature review
 The issue of " mental health crisis" is gaining more recognition due to the observations of counseling
and mental health professionals on college campuses, who are reporting an increase in the occurrence
and seriousness of mental health problems among students (Eisenberg & J. L. (2007)., Lipson, S. K.,
(2016) Consequently, scholars and other concerned parties within academic institutions are examining
the prevalence of mental health issues and risk factors among different student groups, including those
within specific academic disciplines. Research indicates that students pursuing degrees in fields such as
medicine and pharmacy, along with other health-related subjects, contend with a range of stressors,
including overwhelming academic demands, intense pressure to excel, and an academic environment
that could have adverse effects on students' mental well-being and overall health (Tavolacci, & Ladner, J.
(2018) Miller, M. L., & Ross, L. J. (2018). Previous research has revealed that 10% of medical students
who graduated reported having suicidal thoughts, 38% reported having depressed symptoms, 34%
reported having a bad mental quality of life, and 50% experienced burnout. (Dyrbye, L. N., & Shanafelt, T.
D. (2011)

The study that was done by Dyrbye, L. N., Thomas, M. R., & Shanafelt, T. D. (2006) found that there is
no relationship between students' perceptions of their mental health and their current GPA, which
measures academic achievement. There is much more to learn about the relationship between mental
health and academic achievement in medical school, as it has not been thoroughly investigated. There's
a dearth of knowledge about what causes student anxiety and how it impacts academic performance,
dropout rates, and career advancement. More study is required to identify training-related factors that
affect students' anxiety, despair, and burnout as well as to look into the connections between distress
and the development of competency.

Between late 2019 and October 5, 2021, there were 234,553,539 confirmed cases and 4,796,222 deaths
attributed to the novel coronavirus disease (COVID-19), stemming from severe acute respiratory
syndrome. (Alrashed et al.,2019).

The global spread of the disease has led to heightened levels of stress, despair, and anxiety among
individuals due to concerns about infection, quarantine measures, restrictions, lockdowns, social
isolation, and the associated stigma (Miskulin et al., 2020) Medical students are more prone to
experiencing depression and anxiety compared to other students due to typical risk factors such as
isolation and assurances (Perissotto et al..2021) The etiology of depression and suicide is complex, and
characteristics specific to the medical field, such as the

loss of a work-life balance and time constraints that isolate people from support networks, further
compoundthe problem among medical students and residents (Dyrbye et al.,2014, Hirani et al.,2022).

Medical students were compelled to depart from in-person classes and limit social interactions as a
result of the COVID-19 pandemic, potentially impacting their academic achievements negatively and
exacerbating feelings of depression (Abi-Rafeh et al., 2020).
These challenges encompass concerns about potential delays in medical training, reliance on social
media and streaming platforms for educational purposes, coping with a demanding workload in clinical
environments, encountering COVID-19 patients, adapting to substantial modifications in educational
programs, and transitioning to online classes during clinical rotations (Saravanan et al., 2020).The COVID-
19 pandemic, as indicated by Da Silva, A. G., & Palha, A. P. (2020). served as a significant source of stress
that could trigger or exacerbate episodes of anxiety, sadness, and various mental health disorders. This
stress was brought on by factors such as social isolation, the absence of a definitive treatment for the
virus, and the resulting economic hardships. In such challenging times, various groups, including medical
students, may have had unique anxieties, as discussed in Halperin, S. J., & Grauer, J. N. (2021

The COVID-19 pandemic has become a rather infamous part of humanity’s history, infecting over
770million people, which, in turn, resulted in 6.96 million deaths worldwide between December 2019
and at (WHO) (August.2022).

The research goal and objectivs

in studying the mental health of medical students and their well-being is to gain a comprehensive
understanding psychological obstacles and influencing variables that affect this specific population is the
aim of research on medical students' mental health and well-being. This involves looking at how
common mental health conditions like burnout, anxiety, and depression are among medical students.
Frequently, the goals include: Identifying Prevalence Understanding Risk Factors, Exploring Coping
Mechanisms, Evaluating Support Systems Promoting Awareness

Research Hypotheses

Evaluation of Mental Health: To assess medical students' mental health, determine the frequency of
mental health problems, and comprehend the range of psychological difficulties they encounter. Factors
Affecting Mental Health: To determine and examine the different elements—such as academic demands,
workload, personal stresses, and other institutional or environmental factors—that affect medical
students' mental health. Finding Specific Risk variables: By identifying risk variables that may put medical
students at risk for mental health issues, support structures and focused interventions may be
developed. Examining Coping Mechanisms: This study aims to find out how medical students manage
stress by using various coping mechanisms and evaluate how well these tactics work to promote
wellbeing. Researching changes in mental health over time through longitudinal research can shed light
on how mental health is changing as students pursue their medical degrees. Creation of Interventions: To
create and evaluate support networks and interventions that work to improve medical students' mental
health and well-being in order to avert burnout and build resilience. Comprehending Professional
Development: Investigating the connection between psychological well-being, emotional turmoil, and
the growth of professional skills, while acknowledging the possible influence on upcoming physicians.
The ultimate goal of accomplishing these study objectives is to provide insights into practices, policies,
and support systems that can improve medical students' general well-being and aid in the growth of a
more robust, healthy medical workforce.
Research methods

was Conducting quantitative research, through online surveys using a platform like webanketa.com,
involves several key steps.Develop a structured questionnaire using the tools provided by the survey
platform include a mix of question types, such as multiple-choice When conducting research in a
university setting with students as the main population roughly from the ages of 18 to 25 English and
Georgian speaking students

results

The sample had a mean score Age: The majority of participants fall within the -20

24 age range (91.94%), followed by the under 20 age range (41.90%): year of medical school majority
third year students account for (45.2%) followed by first year students (17.7%) The survey includes

a slightly higher percentage of male (56.5%) compared to female (41.9%) Current overall stress levels
associated with the students medical curse from 1 to 5 majority reports say “4” (61.3%) followed by “5”
(24.2%)

majority of participants perceive their relations of anxiety related to the students study;

“occasionally “(66.1%) and “frequently (16,1%). Coping mechanism to avoid academic stress reports that
“exercise” (58.1%) and “seeking support from friend and/family” (16,1%) is one of there ways to avoid it
.students feeling comfortable discussion there emotional well-being with there peers a of faculty “no”
(72.6%) “yes” (22.6%) sought professional help (counselling ,therapy) significant portion say “no”
(79.0) while yes (16.1%) Within individuals that are participating they feel supported by there peers
witch accounts for (67.7%)

Engagement in social activity outside of studies majority of portion selected “rarely or never” (79.0%)
and occasionally (21.0%) Emotionally drained majority of medical students feel it frequently (76.8%)and
occasionally (12.9%) within the research subjects, their sleep range is “6-7h” (67.7%) followed by “ less
then 6 h” 22.6%) Current Physical Health: Most participants rate their physical health ”Good”;
(71.0%)awareness of mental health support services that might be available to medical students is very
poor which accounts for (98.4%). participants report that covid 19 “significantly” (79.0%) affected there
mental health and well being Within 62 people participating in the research overall sense of personal
well-being outside of there academic and professional life 1(low) and 10(high) Minimum value
(min):4.00Average value ( x̅ ):6.13Maximum value ( max ):9.00

Median(Med):3.00Values sum ( ∑ ):380.00Population standard deviation ( σ ):0.85

Majority of students feel “unsure” (82.26%) that the academic workload and expectations are
conductive to healthy work -life balance within the subjects hesitation to seek mental health support
due to concerns about potential stigma or repercussion is very high (79.03%) and optimism of future
career The majority chose to vote neutral (74.19%)
It's vital to remember that while these results give a general picture of the replies, they might not fully
convey the richness of each person's experience with depression. Interpretation ought to

Take into account the situation, the drawbacks of self-report surveys, and the requirement for expert

what is your gender

Answers Graph % Sum

female ||||||||||||||||||||||||||||||||||||||||| 41.94 26

male |||||||||||||||||||||||||||||||||||||||||||||||||||||||| 56.45 35

non-binary | 1.61 1

prefer not to say 0 0

Total answers: 62

Non-response: 0

Year of Medical School:

Answers Graph % Sum

First year ||||||||||||||||| 17.74 11

Second year |||| 4.84 3

Third year ||||||||||||||||||||||||||||||||||||||||||||| 45.16 28

Fourth year |||||||||||||||||||| 20.97 13

Fifth year or beyond ||||||||||| 11.29 7

Total answers: 62

How do you usually cope with academic stress?

Answers Graph % Sum

Exercise|||||||||||||||||||||||||||||||||||||||||||||||||||||||||| 58.06 36

Socializing with peers |||||| 6.45 4

Seeking support from friends/family |||||||||||||||| 16.13 10

Other |||||||||||||| 14.52 9

Total answers: 62

Non-response: 0

Age:

Answers Graph % Sum

under 20 |||| 4.84 3

20 to 24
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|||||| 91.94 57

25to29 ||| 3.23 2

30 to 34 0 0

35 or older 0 0

Total answers: 62

Non-response: 0

On a scale from 1 to 5, how would you rate the overall stress level associated with your medical studies?

say "4" Graph % Sum

1 0 0

2 | 1.61 1

3 |||||||||||| 12.9 8

4 ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| 61.29 38

5 |||||||||||||||||||||||| 24.19 15
 Total answers: 62

Non-response: 0

How often do you experience feelings of anxiety related to your studies?

Answers Graph % Sum

Never |||| 4.84 3

Rarely ||| 3.23 2

Occasionally |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| 66.13

Frequently |||||||||||||||| 16.13 10

Always ||||||||| 9.68 6

Total answers: 62

Non-response: 0

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