Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform

本研究的目的在於：(1)分析醫學生在接受課程整合教育時，其整體焦慮、憂鬱程度和學習成績的相關性；(2)探討具有不同焦慮和憂鬱嚴重程度的醫學生是否具有學習成績高低的差異；和(3)不同焦慮和憂鬱嚴重程度區間之中，焦慮和憂鬱嚴重程度和學習成績高低的相關性其方向性為何。本研究以前後相隔一個半月時間，邀請高雄醫學大學醫學院中接受醫學課程整合教育第一學期的醫學系三年級和學士後醫學系一年級醫學生填寫兩次「曾氏心理健康量表(Zung's Anxiety and Depression scale)」以了解其焦慮和憂鬱的程度。另針對整合教育第一學期的四次學習單元做學習評量。研究結果發現，在區分成不同等級的焦慮/憂鬱前，整體焦慮或憂鬱程度和任何一個學習單元的學習成績皆未有顯著的關聯；但在區分為輕、中、重不同嚴重程度後顯示：在第一單元成績較不佳者，之後第一次施測的憂鬱程度較高；第一次施測時為重度焦慮者，焦慮程度越高，後來的第四單元成績越不佳；第二次施測時為輕度焦慮者，焦慮程度越高，後來的第四單元成績反而越佳；第二次施測時為中度焦慮者，先前的第二單元成績越不佳，後來的焦慮程度越高；第二次施測時為重度憂鬱者，憂鬱程度越高，後來的第四單元成績越不佳。由此可知，在不同焦慮或憂鬱嚴重程度者，焦慮或憂鬱程度和部份學習單元成績的關聯性有所不同，且存在正向或負向關聯性的差異。此研究結果可作為往後教師擬定教學方案及評量學生時之參考。

關鍵字

學習成就；焦慮；憂鬱；醫學教育

並列摘要

This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth learning block. The results of this study indicate that there are both positive and negative correlations between academic achievement and anxiety and depression in medical students, regarding differing levels of severity of anxiety or depression. The results could represent a reference for teachers on the planning of teaching and assessment programs.

並列關鍵字

academic achievement ； anxiety ； depression ； medical education

國際替代計量

Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform

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