Reviews on the Psychological Variables Concerning the Successful Adjustment in Medical Colleges.
- Author:
Hee Jung YOO
1
;
Seong Hoon HWANG
;
Oh Su HAN
;
Chang Gi HONG
Author Information
1. Department of Psychiatry, Ulsan University College of Medicine, Asan Medical Center.
- Publication Type:Original Article
- Keywords:
Successful adjustment;
Biopsychosocial model;
Medical school stress;
Distress;
Vulnerability;
Psychosocial resources
- MeSH:
Anger;
Anxiety;
Depression;
Eating;
Education, Medical;
Humans;
Internal-External Control;
Psychology;
Schools, Medical;
Substance-Related Disorders;
Test Taking Skills
- From:Korean Journal of Medical Education
1998;10(2):323-335
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
In this article, we critically reviewed various literatures on stress and adjustment in medical schools as a preliminary work for the future empirical study. We adopted Biopsychosocial Model as the frame of reference, which considers not only the relationship between stressor and psychological distress, but also their interaction with moderating variables such as psychosocial resources and vulnerabilities. According to the model, three important aspects of medical school stress were reviewed: 1) the types of medical school stresses, 2) the adverse effects of stressors on the adjustment such as depression, anxiety, physical symptoms, drug abuse, eating problem, attrition, change of attitude and personality, etc, 3) the moderating effects of various vulnerabilities and resources including Type A behavior pattern, masculinity/femininity, locus of control, optimism, anger expression, coping style, social support, and study skills on the suppression or development of psychological distress. Investigating the moderating variables in particular may have great clinical implications since these variables are closely related to the psychological factors concerning successful adjustment in medical school. Conclusions drawn from this review suggests several directions of future research. First, a comprehensive study which covers the whole process of medical school stress is recommended. Longitudinal design will be more suitable for dealing with the developmental features of medical education. Finally, the severity of medical school stress must be compared with the stress of general colleges and other professional graduate schools. This article is expected to provide some theoretical basis for future studies regarding the successful adjustment in the medical school, the development of preventive intervention programs and the reform of medical education systems.
