Measuring stress in medical education: validation of the Korean version of the higher education stress inventory with medical students

BMC Medical Education

Research Article

Dooyoung Jung¹  Bong-Jin Hahm²  Kwang-Min Lee²  Hong Jin Jeon³  Hana Kim⁴  Eun-Jung Shim⁵  Hae-Lim Noh⁵  Myoung-Sun Roh⁶ 

[1] Department of Human Factors Engineering, Ulsan National Institute of Science and Technology, Ulsan, Republic of Korea;Department of Neuropsychiatry, Seoul National University Hospital, Seoul, Republic of Korea;Department of Psychiatry and Behavioral Sciences, Seoul National University College of Medicine, Seoul, Republic of Korea;Department of Psychiatry, Depression Center, Samsung Medical Center, Sungkyunkwan University School of Medicine, Seoul, Republic of Korea;Department of Psychology, Ajou University, Suwon, Republic of Korea;Department of Psychology, Pusan National University, Busan, Republic of Korea;Health Service Center, Seoul National University, Seoul, Republic of Korea;

关键词: Higher education;    Stress;    Medical students;    Measurement;   

DOI  :  10.1186/s12909-016-0824-9

 received in 2016-10-22, accepted in 2016-11-14,  发布年份 2016

来源: Springer

【 摘 要 】

BackgroundMedical students face a variety of stressors associated with their education; if not promptly identified and adequately dealt with, it may bring about several negative consequences in terms of mental health and academic performance. This study examined psychometric properties of the Korean version of the Higher Education Stress Inventory (K-HESI).MethodsThe reliability and validity of the K-HESI were examined in a large scale multi-site survey involving 7110 medical students. The K-HESI, Beck Depression Inventory (BDI) and questions regarding quality of life (QOL) and self-rated physical health (SPH) were administered.ResultsExploratory factor analysis of the K-HESI identified seven factors: Low commitment; financial concerns; teacher-student relationship; worries about future profession; non-supportive climate; workload; and dissatisfaction with education. A subsequent confirmatory factor analysis supported the 7-factor model. Internal consistency of the K-HESI was satisfactory (Cronbach’s α = .78). Convergent validity was demonstrated by its positive association with the BDI. Known group validity was supported by the K-HESI’s ability to detect significant differences on the overall and subscale scores of K-HESI according to different levels of QOL and SPH.ConclusionsThe K-HESI is a psychometrically valid tool that comprehensively assesses various relevant stressors related to medical education. Evidence-based stress management in medical education empirically guided by the regular assessment of stress using reliable and valid measure is warranted.

【 授权许可】

CC BY   
© The Author(s). 2016