PBL-associated Stress in the First-year Unit-1 Medical Students at McMaster University

馬克馬斯特大學醫學生第一年修習問題導向學習課程相關之壓力

10.6145/jme.200503_9(1).0001

Chiu-Yin Kwan；Erin Kraftcheck；Louise Knowles；Terence Ip；Melissa Johnson；Jamil Kanji；Agnes Kliber；Heather McLeod；Hanif Jamal；Si-Mui Sim

feminist bioethics ； ethics of care ； medical ethics ； physician-patient relationship ； surrogate motherhood

Journal of Medical Education

9卷1期（2005 / 03 / 01）

1 - 17

英文

This communication is the 4(superscript th) of a series of papers on McMaster students' perspectives on PBL in medical education(superscript [1-3]), with a special reference to stress associated with learning under PBL environment. Almost everywhere, attending advanced professional education such as law, medicine, and graduate studies(superscript [4-6]), especially for the first year, irrespet1ve of the nature of the curriculum, students are always taxed with a number of stressors. Some stressors are related to the change of physical environment, such as leaving home and adjusting oneself living in a new city. Some stressors are associated with changes in personal relationship, such as separating from and spending less time with love ones. Some stressors are due to financial constraints(superscript [7]) and some stressors are linked with matters affecting academic performance, such as increased workload, examinations, and other academic demand(superscript [8-10]). In this paper, members of a tutorial group of Prof. C.Y. Kwan express their sources of and coping strategies against stress in the study of medicine during the first 3 months in a PBL school. A senior pre-resident student who was also in Prof. Kwan's earlier group gave a different perspective on stress. A sabbaticant from Malaysia also gave her viewpoints in her apac1ty as an observer of this tutorial group.

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