Relationship between psycho-affective factors and knowledge forgetting in medical students at UNACH
Abstract
The mental health of medical students can be affected by multiple factors that influence knowledge forgetting and poor performance. Among these factors, academic stress, depression, and low self-esteem stand out.
Having as to determine the relationship between psycho-affective factors and knowledge forgetting in medical students enrolled in the 2019-2020 academic year at the Faculty of Human Medicine, Campus IV, Tapachula, UNACH. Behold a descriptive methodology, cross-sectional, and correlational study was conducted with a sample of 41 first-year medical students. Three instruments were used to collect information: the Rosenberg Self-Esteem Scale, the Zung Self-Esteem Scale (Depression Scale), and the Holmes and Rahe Social Adjustment Scale, after obtaining informed consent. The data were statistically processed using descriptive and multivariate statistical techniques (factor analysis).
Preliminarily, the results are 58.5% of the students presented subclinical depression, and 17.1% presented moderate depression. Regarding stress, 26.9% of participants reported high stress and 51.2% reported moderate stress. Low self-esteem was the least frequent factor, present in only 14.6%. However, the pattern differed between genders: high self-esteem predominated among women (62.1%), while high stress was more prevalent among men (50%). Factor analysis revealed that depression and stress were associated with low academic performance, but self-esteem was not. Students with high and normal self-esteem also achieved low grades.
Therefore, it is possible to argue that, the psycho-affective factors of stress and depression are associated with knowledge loss. Therefore, the implementation of preventive interventions (stress management, psychological support) is recommended to improve retention and grades in the UNACH School of Medicine.
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