Academic journal article Indian Journal of Positive Psychology

To Compare Psychological Morbidity among Students Appearing for Final Professional MBBS Examination and Civil Services Examination

Academic journal article Indian Journal of Positive Psychology

To Compare Psychological Morbidity among Students Appearing for Final Professional MBBS Examination and Civil Services Examination

Article excerpt

The nation holds many expectations from students for many progress works which can be contributed only if they have sound mental health and are free from unnecessary tensions. Psychiatric illness appears in student community due to discrepancy between student expectations and actual realization. The tensions may be in terms of personal, economic or social maladjustment (Kapil, 1990).

Tremendous impact of socio-economic status was found on academic achievements of students and it was found that students of high socio-economic status families have better avenues for academic growth both at home and at school. Scholastic performances are better when good academic climate, teaching and learning strategies are available (Wig & Nagpa, 1972). Bandura too examined how diverse sources of influence, i.e., socio-economic status, familial, peer and self. processes operate in concert to shape the course of academic achievement (Bandura, 1993).

Ameerajan states that boys show better performance than girls with regards to their academic performance which may be interpreted in terms of attitude and motivation involved. Males in our culture are the earning members of families and thus they might have looked at the value of education in the context of getting job and making their career which has not been the case with females (Ameerajan, 1980). Richman et al. during medical training found that females were significantly more likely than males to report gender discrimination, exclusion from informal setting, discomfort from sexual humor, and unwanted sexual advances. Abuse was significantly related to most psychopathological outcomes, controlling for preexisting psychopathology. Males low in masculinity and females low in femininity were most likely to report abuse (Richman et al., 1992).

Guthrie et al states that even at the preliminary stages of medical training, medical course is very stressful. The psychological well-being of medical students needs to be more carefully addressed and closer attention paid to the styles of medical teaching that may provoke avoidable distress (Guthrie et al., 1998).

Medical education is emotionally taxing endeavor which can disrupt both physical and mental health. Pressure of work, preparing for examinations and acquiring professional knowledge, skills and attitudes were reported as the most stressful aspects of medical training. Transition periods particularly between school and medical profession, preclinical training to approaching qualification were highlighted as particularly stressful (Guthrie et al., 1998). A perceived lack of support from the medical fraternity also appeared to add to the student's level of stress (Radcliffe & Lester, 2003).

According to study conducted by Simpson and Budd medical student wastage leads to adverse emotional and social consequences for individual students and financial difficulties and morale problems for medical schools. Fewer mature students than expected they found that the students coming from low socio-economic background and having family problems were both associated with either decrease in academic performance or increased attrition rate. Most of students who left entered another degree course; science degrees were the most popular suggesting that medical students experience psychological distress and symptoms of burnout during their medical training (Simpson & Budd, 1996).

According to studies of reports of American Media East Asian Students, especially those in higher education are nervous, depressed, develop personality disorder and generally over burdened by pressures of trying to maintain higher level of academic excellence (Watanabe, 1992).

Flisherpre-examined psychotropic drug use by final year university medical students. The response rate was 96.2%. 17.8% of respondents indicated that they had used a total of 32 psychotropic drugs - 18 used benzodiazepines, 6 used stimulants, 4 used betablocker, 3 used antidepressants (Flisher, 1989). …

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.