Document Detail

Ways of coping as predictors of satisfaction with curriculum and academic success in medical school.
MedLine Citation:
PMID:  21385999     Owner:  NLM     Status:  In-Data-Review    
The purpose of the present study was to determine the coping strategies of medical students and to investigate the effects of coping strategies on student satisfaction and academic achievement with different instruction methods. A total of 152 medical students was followed throughout the first 2 yr of medical education between 2008 and 2010. Students completed a sociodemographic questionnaire and revised form of the Ways of Coping questionnaire both at the beginning of the first year and at the end of the second year. These forms provided data about the characteristics and main coping strategies (problem focused or emotion focused) of the students and revealed the change over time. At the end of the second year, participants also completed a satisfaction questionnaire asking their satisfaction with lectures, problem-based learning, and practicals. The authors used block, problem-based learning, and practical exam scores of the students attained in the past 2 yr as academic achievement indicators. No sociodemographic variable was related to coping strategy. The majority of students (80.9%) adopted problem-focused coping. A shift occurred in the main coping strategies of some students in both sides. Problem-focused coping scores decreased over time. Problem-focused coping positively correlated with satisfaction with practicals and practical exam scores, whereas emotion-focused coping showed the same correlation negatively. The main coping strategy also predicted satisfaction and exam success in practicals. In conclusion, a main coping strategy may be helpful to predict student satisfaction and academic achievement with some student-centered instruction methods. Determining undesired coping strategies may provide an opportunity for intervention to prevent relevant dissatisfaction and failure.
Mustafa Kemal Alimoglu; Erol Gurpinar; Sumer Mamakli; Mehmet Aktekin
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Publication Detail:
Type:  Journal Article    
Journal Detail:
Title:  Advances in physiology education     Volume:  35     ISSN:  1522-1229     ISO Abbreviation:  Adv Physiol Educ     Publication Date:  2011 Mar 
Date Detail:
Created Date:  2011-03-09     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  100913944     Medline TA:  Adv Physiol Educ     Country:  United States    
Other Details:
Languages:  eng     Pagination:  33-8     Citation Subset:  IM    
Departments of Medical Education and.
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