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Original Research
Resilience and coping strategies of undergraduate medical students at the University of the Free State
Submitted: 18 September 2019 | Published: 28 July 2020
About the author(s)
Lynette J. van der Merwe, Undergraduate Medical Programme Management, School of Clinical Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South AfricaAnja Botha, School of Clinical Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
Gina Joubert, Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
Abstract
Background: Medical studies place students at risk for burnout. Resilience enables students to cope with adversity. Students’ coping skills will ensure the well-being of future healthcare professisonals.
Objectives: This study investigated resilience and coping among undergraduate medical students.
Setting: Undergraduate students at the University of the Free State medical school.
Methods: A cross-sectional study was performed. Quantitative data regarding resilience (Connor-Davidson Resilience Scale), coping strategies (Brief COPE questionnaire) and relevant information were collected by means of an anonymous self-administered questionnaire.
Results: Five hundred students (pre-clinical n = 270; clinical n = 230; approximately 62% female) participated. Most students self-reported high resilience (84.6% pre-clinical; 91.8% clinical). Mean resilience scores were 72.5 (pre-clinical) and 75.4 (clinical). Clinical students had higher resilience scores, while black, pre-clinical, first-generation and female students scored lower.
Academic stress was most prominent (> 85%) and associated with lower resilience scores. Most students used adaptive coping strategies (e.g. instrumental or emotional support) associated with significantly increased resilience scores. Students who used dysfunctional strategies (e.g. substance abuse) had significantly lower resilience scores.
Conclusion: Associations between resilience scores and year of study, gender, ethnicity, levels and type of stress varied. Academic pressure was a major source of stress. Adaptive coping strategies were associated with higher resilience scores.
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