Via Research Recognition Day 2024 VCOM-Carolinas

Educational Reports

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Over one-third of medical students suffer from anxiety during their four years in school, 1 while only 4.3% of adults aged 18-29 in the U.S. experience anxiety symptoms. 2 Peer-assisted learning is an effective means of learning as it leads to improvements in clinical knowledge and skills learning. 3 This study aims to evaluate the efficacy of a peer-compiled medical school resource guide in enhancing the psychological well-being of first-year medical students. In this study, a modified version of the Medical Student Stressor Questionnaire (MSSQ) 4 will be used to assess stress levels among 162 first-year medical students prior to and one week after the distribution of a peer-compiled resource guide using a delayed response model. It is anticipated that usage of the resource guide will lead to a measurable reduction in stress levels among the participants, ultimately contributing to an improvement in their overall mental health. Comparative analysis between pre-stress and post-stress levels will discern whether a statistically significant difference exists. By looking at the impact of the resource guide on stress reduction, this research contributes quantifiable insights to support the mental health of medical students in their challenging academic journey. The delivery and usage of a medical school resource guide will reduce stress and positively influence the psychological well-being of first-year medical students.

· To assess the baseline stress levels of medical students using a modified MSSQ survey. · To distribute a resource guide to 162 medical students during their first week of school. · To analyze and compare the MSSQ scores before and after the intervention to determine the relationship between access to a resource guide and increased overall well-being using a delayed response approach. · Participants: The study will involve 162 medical students in their first week of medical school. Participants will be informed about a study and the voluntary nature of their participation. · Pre-Intervention MSSQ: Participants will be segmented into two groups, namely Group A and Group B. The MSSQ will be administered to both Group A and Group B to establish their baseline stress levels. Collect demographic information to account for potential confounding variables. · Intervention: Provide the survival guide exclusively to Group A at the beginning of the study. Group B will receive the survival guide four days after it was given to Group A. The survival guide will include information on stress management, study tips, and resources available for support. · Post-Intervention MSSQ: Conduct the MSSQ once more with all participants seven days following the pre intervention survey. Ensure that participants are unaware of the specific hypotheses being tested to avoid bias. · Data Analysis: Employ statistical methods (e.g., paired t-tests) to compare pre-intervention and post-intervention MSSQ scores of each individual in both Group A and Group B. Assess the significance level (e.g., p < 0.05) to determine if any observed changes are statistically significant.

1. Akinla O, Hagan P, Atiomo W. A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Med Educ . 2018;18(1):98. doi:10.1186/s12909-018-1195-1 2. Bolatov AK, Seisembekov TZ, Askarova AZ, Baikanova RK, Smailova DS, Fabbro E. Online-learning due to COVID-19 improved mental health among medical students. Med Sci Educ . 2020;31(1):183-192. doi:19.1007/s40670-020-01165-y 3. Doyle NA, David RE, Quadri SSA, et al. Associations between stress, anxiety, depression, and emotional intelligence among osteopathic medical students. J Osteopath Med . 2021;121(2):125-133. doi:10.1515/jom-2020-0171 4. Farkas AH, Allenbaugh J, Bonifacino E, Turner R, Corbelli JA. Mentorship of US medical students: a systematic review. J Gen Intern Med . 2019;34(11):2602-2609. doi:10.1007/s11606-019-05256-4 5. Heinen I, Bullinger M, Kocalevent RD. Perceived stress in first year medical students - associations with personal resources and emotional distress. BMC Med Educ . 2017;17(1):4. doi.10.1186/s12909-016-0841-8 6. Jordan RK, Shah SS, Desai H, Tripi J, Mitchell A, Worth RG. Variation of stress levels, burnout, and resilience throughout the academic year in first-year medical students. PLoSOne . 2020;15(10):e0240667. doi:10.1371/journal.pone.02440667 7. Judd T, Elliott K. Selection and use of online learning resources by first-year medical students: cross-sectional study. JMIR Med Educ . 2017;3(2)e17. doi:10.2196/mededu.7382 8. Kumar B, Shah MAA, Kumari R, Kumar A, Kumar J, Tahir A. Depression, anxiety, and stress among final-year medical students. Cureus . 2019;11(3):e4257. doi:10.7759/cureus.4257 9. Nimmons D, Giny S, Rosenthal J. Medical student mentoring programs: current insights. Adv Med Educ Pract . 2019;10:113-123. doi:10.2147/AMEP.S154974 10. Quek TT, Tam WW, Tran BX, et al. The global prevalence of anxiety among medical students: a meta-analysis. Int. J. Environ. Res. Public Health . 2019;16(15):2735. doi:10.3390/ijerph16152735 11. Slivkoff MD, Johnson C, Tackett S. First-year medical student experiences adjusting to the immediate aftermath of COVID-19. Med Sci Educ . 2021;31(2):557-564. doi:10.1007/s40670-021-01213-1 12. Varghese J, Faith M, Jacob M. Impact of e-resources on learning in biochemistry: first- year medical students’ perceptions. BMC Med Educ . 2012;12:21. doi:10.1186/1472-6920-12-21 13. Wadi M, Yusoff MSB, Rahim AFA, Lah NAZN. Factors affecting test anxiety: a qualitative analysis of medical students’ views. BMC Psychol . 2022;10(1):8. doi:10.1186/s40359-021-00715-2 14. Weber J, Skodda S, Muth T, Angerer P, Loerbroks A. Stressors and resources related to academic studies and improvements suggested by medical students: a qualitative study. BMC Med Educ . 2019;19(1):312. doi:10.1186/s12909-019-1747-z 15. Zhang Y, Maconochie M. A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education. BMC Med Educ . 2022;22(1):147. doi:10.1186/s12909-022-03183-3 • A special thank you to Dr. Tom Lindsey, DO for creating the Spartans group, encouraging students to help each other throughout medical school, and for his commitment to research at VCOM - Carolinas. The prevalence of anxiety in medical students compared to the general population showcases the importance of finding means to assist first-year students to ease their transition into medical school. We plan to apply our hypothesis to VCOM-Carolinas Class of 2028 by providing them with the peer compiled resource guide. The power of this study comes from the quantifiable measure of stress reduction and this model can be improved and utilized in future wellness studies. If this resource is determined helpful in decreasing stress levels, then distribution of the resource to other VCOM campuses or medical schools will be considered. We expect that both Group A and Group B will show a reduced MSSQ score, signaling a decline in stress following the intervention. This study will be key in establishing a quantifiable relationship between medical school study resources with reduced stress and increased well being.

Ethical Considerations: Obtain informed consent from all participants.

Ensure confidentiality and anonymity in data collection and reporting. Provide participants with information about available support services.

Limitations: Acknowledge potential limitations, such as sample size constraints and external factors that may influence stress levels. Discuss how these limitations might impact the generalizability of the findings. Implications: Discuss the potential implications of the study's findings for medical education and student well-being. Identify areas for further research, including improvement in supporting medical students during their early academic experiences and further evaluation of the utility of resources.

• Thank you to Dr. David Redden, PhD for providing statistical guidance to enhance the design and integrity of our project.

• Thank you to Dr. Matthew Cannon, DO, FACOFP for his constant support of creativity and for encouraging a positive community for medical students to excel.

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2024 Research Recognition Day