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MOMAYYEZI, MAHDIEH, FALLAHZADEH, HOSSEIN, MOMAYYEZI, MOHAMMAD. (1394). Clinical education stressors in medical trainees in Shahid Sadoughi University of Medical Sciences, Yazd. سامانه مدیریت نشریات علمی, 4(1), 8-12.
MAHDIEH MOMAYYEZI; HOSSEIN FALLAHZADEH; MOHAMMAD MOMAYYEZI. "Clinical education stressors in medical trainees in Shahid Sadoughi University of Medical Sciences, Yazd". سامانه مدیریت نشریات علمی, 4, 1, 1394, 8-12.
MOMAYYEZI, MAHDIEH, FALLAHZADEH, HOSSEIN, MOMAYYEZI, MOHAMMAD. (1394). 'Clinical education stressors in medical trainees in Shahid Sadoughi University of Medical Sciences, Yazd', سامانه مدیریت نشریات علمی, 4(1), pp. 8-12.
MOMAYYEZI, MAHDIEH, FALLAHZADEH, HOSSEIN, MOMAYYEZI, MOHAMMAD. Clinical education stressors in medical trainees in Shahid Sadoughi University of Medical Sciences, Yazd. سامانه مدیریت نشریات علمی, 1394; 4(1): 8-12.

Clinical education stressors in medical trainees in Shahid Sadoughi University of Medical Sciences, Yazd

Journal of Advances in Medical Education & Professionalism
مقاله 2، دوره 4، شماره 1، فروردین 2016، صفحه 8-12    اصل مقاله (376.61 K)
نویسندگان
MAHDIEH MOMAYYEZI1؛ HOSSEIN FALLAHZADEH1؛ MOHAMMAD MOMAYYEZI* 2
1Research center of prevention and epidemiology of non-communicable disease, Public Health School, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
2School of Medicine, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
چکیده
Introduction: Stress is an important factor in the educationalprocess. Teaching and learning are stressful processes. Thisstress can affect one’s ability and change his/her performance.The purpose of this study was to investigate stressors of clinicaleducation from the perspective of medical students in YazdUniversity of Medical Sciences.Methods: This descriptive-analytic study was conducted in YazdUniversity of Medical Science during year 2014-2015. The samplesize was 170 medical students who were selected randomly. Thedata were collected by a questionnaire including four components:interpersonal relationship, educational environment, clinicalexperience and the unpleasant emotions. A significance level of0.05 was considered for analysis. The statistical analyses includeddescriptive statistics, ANOVA and T-tests, using SPSS software,version 14.Results: The results showed that the highest domain score belongedto interpersonal relationship (3.33±0.3) followed by unpleasantemotions domain (3.3±0.3). The lowest domain score of clinicaleducation stressors was educational environment (3.12±0.1). Theresults showed that the mean score of interpersonal relationshipdomain was more in women than in men (p<0.05).Conclusion: The relationship between teachers and students is aneffective factor in all dimensions of clinical education stressors.So proper measures such as the promotion of scientific awarenessof teachers and educational staff about factors that lead to stressand the best way to communicate with students should be taken toreduce the students’ stress.Keywords: Clinical; Education; Stressors; Medical trainees
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