Abstract:

Objective To explore the relationship between histological examination scores and learning stress of eight-year students majoring in clinical medicine in Peking Union Medical College. Methods Educational measurements were used to evaluate the histological examination scores. The psychological stress and somatic symptoms were investigated by semi-structured questionnaires. The relationship among the three was analyzed by using of mathematical and statistical method. Results Median scores of students worried about failing the exam were significantly lower than those of the other students (P<0.001); Median scores of students with a high level of anxiety were significantly lower than those of the other students (P<0.01). Students worried about failing the exam are more likely to have frequent insomnia before the examination (P<0.05). Students with a high level of anxiety are more likely to have frequent insomnia before the examination (P<0.001) and are more likely to catch a cold or have a fever after the examination (P<0.01). Median scores of students with frequent insomnia before the examination were significantly lower than those of the other students (P<0.05). Conclusion Students with greater pressure are more likely to score worse in histological examination, and more likely to catch a cold or have a fever. Teachers should care about students in the aspects of academic performance, psychological stress and physical symptoms and provide guidance to students to face the pressure in order to help students with medical learning and physical and mental health.

Key words: Histology, Academic performance, Learning stress, Psychological stress, Physical symptom, Questionnaire, Eight-year student