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Online-Learning due to COVID-19 Improved Mental Health Among Medical Students
Open accessAbstract
In reference to the announcement of the pandemic of the new coronavirus 2019-(nCoV), all educational institutions in the Republic of Kazakhstan have switched to online learning (OL). The purpose of this study was to investigate the mental state of the medical students switching to OL in comparison with the mental state of the students who had traditional learning (TL). A repeated questionnaire-based cross-sectional study was conducted among medical students ranging from 1st year to 5th year at Astana Medical University in the 2019-2020 academic year. The first study was conducted during the TL (October-November 2019, N = 619), and the second study was conducted during the OL period (April 2020, N = 798). Burnout syndrome, depression, anxiety, somatic symptoms, and satisfaction with academic performance have been studied. The findings revealed that prevalence of the burnout syndrome, depression, anxiety, and somatic symptoms decreased after transitioning from TL to OL. However, during the OL period, the prevalence of colleague-related burnout increased, which tells us about the negative impact of OL on students' communication and interpersonal relationships. The most common depression and anxiety symptoms, dissatisfaction with academic performance were among students who indicated a decrease in academic performance during OL. Students who lived alone during the quarantine were more prone to depression during OL. In conclusion, during the quarantine period after the transition from TL to OL, the mental health state of medical students improved, despite the severe conditions of the pandemic.Supplementary information The online version contains supplementary material available at 10.1007/s40670-020-01165-y.
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“Moreover, Covid-19 has had a drastic impact on the population’s mental health [40–43], including medical students [44–48].”
From Effectiveness of online mindfulness interventions on medical students’ mental health: a systematic review (2021) · cites this paper as [45]
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Metadata
- Authors
- Bolatov, A. K., Seisembekov, T. Z., Askarova, A. Z., Baikanova, R. K., Smailova, D. S., & Fabbro, E.
- Affiliations
- Astana Medical University (KZ)
- Semey Medical University (KZ)
- University of Udine (IT)
- Corresponding author
- Bolatov, Aidos K.
- ORCID
- Venue
- Medical Science Educator
- Published
- 2020-11-18
- Volume
- 31
- Issue
- 1
- Pages
- 183-192
- ISSN
- 2156-8650 (ISSN-L)
- PMC
- PMC7673686
- OpenAlex
- W3100424807
- Cited by
- 235
- References
- 50
- Citations by year
- 2026: 4 · 2025: 13 · 2024: 27 · 2023: 64 · 2022: 77 · 2021: 49 · 2020: 1
- FWCI
- 19.12
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Medical Science Educator (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Social Sciences › Education › Education during COVID-19 pandemic
- Keywords
- online learning, COVID-19 pandemic, medical students, student mental health, burnout, depression, anxiety, somatic symptoms, living alone, quarantine, interpersonal relationships, traditional learning
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