Coping with Stress in Health Professions Education

Stress in Health Professions Education Student Name Institution Professor Name Course Date Stress in Health Professions Education Stress is the body’s biological reaction to demanding situations. Vaishnavi (2023) asserts that stress causes the body to release stress hormones, such as cortisol and adrenaline, which physically and biologically prepare an individual to act by raising heart and respiratory rates, creating a state of attentiveness. Education in health professions comprises strenuous training programs that train students for careers in medicine, nursing, dentistry, pharmacy, or other allied health professions. These programs usually involve rigorous academic requirements, extended clinical training, and a heavy emotional and physical load, subsequently causing high-stress levels among students. Being multilevel, stress in education for health professionals requires an equally comprehensive approach to its management (da Silva et al., 2021). Although stress is usually anticipated due to the pressurizing nature of the work in healthcare, the heightened stressful environment and systems in which faculty and health professionals work make it have several adverse mental and physical effects. Institutions help promote students' mental, emotional, and physical well-being with focused efforts that aid in better performances and professional development by understanding the sources and impacts of stress. Causes of Stress in Health Professions Education Clinical Training Clinical training causes stress in health professions education due to the following reasons. The first one is high responsibility. During clinical rotations, the students are put into real healthcare settings whereby they become responsible for patients, which at times may prove overwhelming, especially in severe or complex cases. The second is workload and hours. It is during clinical training that a student experiences the longest working hours, mostly running into the night shifts, including weekends, contributing to fatigue and burnout. The third one is emotional stress. The patience of a trainee doctor may be tested by repetitive exposure to human suffering, death, and ethical dilemmas. Financial Matters Financial concerns cause stress in health professions education due to the following reasons. Firstly, living expenses- the balance between the cost of living and books add exasperation to the financial strain. Secondly, opportunity cost- long educational programs delay the start of earning a professional salary, which adds to the financial pressure. Thirdly, tuition and fees for health professional education are very high, resulting in huge student debt. The cost burden in health professions education is increasing (Webster & North, 2022). In order to make up for the increasing tuition and stagnant wages, student loans are increasingly being taken out to help pay for educational costs. The spiraling after-effects are a source of acute concern, raising alarms across institutions and occupations. A study by Webster and North (2022) examined how educational debt in health professional students relates to personal, professional, and psychological factors in a five-year post-graduation study. Of the fifty eligible students, 17 filled a quantitative online survey, which represents a 34% response rate. As indicated in Table 1 below, these personal factors are the most commonly mentioned as influenced by educational debt. The factors that more than 50% of the respondents cited were savings, 15 respondents (88.2 percent); housing, 14 participants (82.4 percent); leisure, 13 respondents (76.5 percent); discretionary spending, 12 participants (70.6 percent); and family planning, 11 respondents (64.7 percent). Table 1. Personal factors impacted by total educational debt, n = 17. Personal factors impacted by educational debt Participants Savings 15 Housing 14 Leisure 13 Discretionary spending 12 Family planning 11 Transportation 6 Other loans 5 Other 1 Source: Webster and North (2022) Personal Life Balance Personal life balance causes stress in health professions education in the following ways. Time management is challenging as the hectic schedule of coursework and clinical hours leaves little room for personal life, recreation, and rest. There is also an aspect of social isolation, as these study-intensive schedules can shrink the available time spent with family and friends and create feelings of isolation and loneliness. The third aspect is health neglect, as these hectic routines usually lead to a lack of self-care, which involves poor sleep, diet, and exercise. Transition to Professional Role Firstly, is role ambiguity- an uncertain future with respect to roles, responsibilities, and job security may be stressful. Secondly is imposter syndrome- thinking of the professional role leads to the feeling of unpreparedness for many students, thereby questioning their abilities as professionals causing self-doubt or anxiety. Thirdly, there are professional expectations- high expectations from peer groups, mentors, and the healthcare system could be overwhelming. Learning Environment Conventional pedagogy emphasizes learning by rote and memorizing, which can be stressful and alienating. Secondly, instructors’ inconsistent or harsh feedback and assessment of student’s performance are a major determinant of students’ self-concept and motivation. Thirdly, the support systems- the lack of adequate and appropriate systems in terms of counseling and academic advising can leave students stressed. Factors Relating to Sociocultural Issues Diverse background- cultural, racial, or gender-related issues may add to the amount of stress that students from diverse backgrounds face. Language barriers- for students who have a different native language than the one used in teaching they find it stressful. Cultural expectations- variations in the level of expectations from parents due to cultural traditions regarding academic success and job opportunities can easily create pressure. Academic Pressure Intensive curriculum- most programs related to health professions are known to have very tough coursework that pushes students to absorb and retain enormous amounts of information within a considerably short timeframe. Melaku et al. (2015) point out that academic-related matters are ranked as the number one cause of stress among students. High-stakes exams- This is coupled with continuous assessments in terms of mid-terms, finals, and board exams that always make the students feel the pressure to perform well. Competitiveness- The programs’ competitiveness, often limited in job placements, adds to the stress in a student’s effort to excel. Table 2. Different stress sources and stress severity among medical students, n = 317. Stressor domains Severity of stress Mild N (%) Moderate N (%) High N (%) Severe N (%) Academic related stressors 36 (11.3) 90 (28.4) 128 (40.4) 63 (19.9) Group activities related stressors 200 (63.1) 84 (26.5) 27 (8.5) 6 (1.9) Social related stressors 112 (35.3) 155 (48.9) 46 (14.5) 4 (1.3) Interpersonal related stressors 172 (54.3) 92 (29.0) 39 (12.3) 14 (4.4) Desire and derive related stressors 96 (30.3) 136 (42.9) 59 (18.6) 26 (8.2) Teaching and learning related stressors 79 (24.9) 114 (36.0) 94 (29.7) 30 (9.4) Source: Melaku et al. (2015). Melaku et al. (2015) used the MSSQ-20 tool- the Medical Students Stress Questionnaire in identifying medical learners’ stress causes. The instrument measures the stress severity that these sources cause. Melaku...