IMPACT OF PSYCHOLOGICAL HEALTH ON ACADEMIC PERFORMANCE OF MEDICAL STUDENTS. WHERE DO WE STAND?

Abstract

BACKGROUND & OBJECTIVE: The objective of our study is to evaluate the prevalence of anxiety, stress and depression in undergraduate MBBS students to correlate it with self-efficacy, life satisfaction and to evaluate its effect on academic performance. We have also considered the relation between academic year and last year score. st METHODOLOGY: A total of 800 self-administered questionnaires were filled by 1 year to final year undergraduate students using non-probability, purposive sampling. The 10-minute questionnaire comprised of four sections: (1) demographics (2) Depression, Stress and Anxiety Scale (DASS) 21 scoring system (3) Satisfaction with Life Scale (4) General Self-Efficacy Scale. The demographic questions included participants' age, gender, and year of study, residence and last year professional examination score percentage. A percentage below 50% was named as low achievers. A percentage from 50% to 70% was considered as moderate achievers and above 70% as high achievers. RESULTS: In this sample of 505 students 180 (35.6%) were male undergraduates consisting of st nd rd th 18.6% from 1 year, 26.5% from 2 year and 20.8%, 18% and 16% from 3 year, 4 year and final year respectively. The depression, anxiety and stress rate were 69.5%, 78.6% and 63.4% respectively. Generally, depression, anxiety and stress were found more in females as compared to th males. Anxiety was more common as compared to stress and depression. Students of 4 year were experiencing least psychological stress. CONCLUSION: Moderate level of depression, stress and anxiety is necessary for good grades but excess of these psychological problems leads to emotional exhaustion and has a negative effect on learning and academic score. These psychological problems also lower the general self-efficacy of a student and are associated with low satisfaction with life.