The Effectiveness of Group Counseling Based on Psychological Capital on Improving Psychological Capital Levels in First-Year Medical Undergraduates

Abstract

This study aimed to investigate the effectiveness of structured group counseling grounded in psychological capital theory in enhancing psychological capital (PsyCap) levels among first-year medical undergraduates. Using a pretest-posttest control group design with cluster randomization, 12 classes comprising 360 students were assigned to either an experimental group (6 classes, n = 180) receiving 1-year, manualized group counseling or a control group (6 classes, n = 180) continuing standard curriculum. PsyCap was assessed using the validated Chinese version of Luthans' Psychological Capital Questionnaire (PCQ-26) at baseline, post-intervention, and 3-month follow-up. Due to non-normal distribution confirmed by Shapiro-Wilk tests (P < 0.05), non-parametric analyses were employed. Results demonstrated excellent baseline equivalence between groups (all P > 0.05). The experimental group exhibited significant improvements across all PsyCap dimensions (self-efficacy: Z = 10.903, P < 0.001; resilience: Z = 4.740, P < 0.001; hope: Z = 17.833, P < 0.001; optimism: Z = 18.587, P < 0.001) with large effect sizes (r = 0.72-0.45), while control group changes were negligible. Between-group comparisons revealed clinically meaningful differences in resilience (U = 1256.5, P = 0.042, d = 0.48) and near-significant trends in other dimensions. Qualitative feedback highlighted enhanced interpersonal skills and stress coping. These findings robustly support group counseling as an evidence-based intervention to foster medical students' psychological resources during critical transition periods, with implications for curriculum design and mental health promotion in medical education.