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المؤلفون: Masato Eto, Mia Djulbegovic, Yousuke Takemura, Hirohisa Fujikawa, Kayo Kondo, Daisuke Son
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-7 (2021)
BMC Medical Educationمصطلحات موضوعية: 020205 medical informatics, Psychometrics, Cross-sectional study, Validity, 02 engineering and technology, Education, 03 medical and health sciences, 0302 clinical medicine, Cronbach's alpha, Japan, Surveys and Questionnaires, Patient ownership, 0202 electrical engineering, electronic engineering, information engineering, Humans, 030212 general & internal medicine, Duty hour regulation, Reliability (statistics), Medical education, Patient care ownership, Resident, LC8-6691, Research, Ownership, Construct validity, Reproducibility of Results, General Medicine, Translating, Special aspects of education, Confirmatory factor analysis, Exploratory factor analysis, Trainee, Cross-Sectional Studies, Professionalism, Duty hour restriction, Scale (social sciences), Medicine, Patient Care, Psychology, Clinical psychology
الوصف: Background Patient care ownership (PCO) is an essential component in medical professionalism and is crucial for delivering high-quality care. The 15-item PCO Scale (PCOS) is a validated questionnaire for quantifying PCO in residents; however, no corresponding tool for assessing PCO in Japan exists. This study aimed to develop a Japanese version of the PCOS (J-PCOS) and validate it among Japanese medical trainees. Methods We performed a multicenter cross-sectional survey to test the validity and reliability of the J-PCOS. The study sample was trainees of postgraduate years 1–5 in Japan. The participants completed the J-PCOS questionnaire. Construct validity was assessed through exploratory and confirmatory factor analyses. Internal consistency reliability was examined by calculating Cronbach’s alpha coefficients and inter-item correlations. Results During the survey period, 437 trainees at 48 hospitals completed the questionnaire. Exploratory factor analysis of the J-PCOS extracted four factors: assertiveness, sense of ownership, diligence, and being the “go-to” person. The second factor had not been identified in the original PCOS, which may be related to a unique cultural feature of Japan, namely, a historical code of personal conduct. Confirmatory factor analysis supported this four-factor model, revealing good model fit indices. The analysis results of Cronbach’s alpha coefficients and inter-item correlations indicated adequate internal consistency reliability. Conclusions We developed the J-PCOS and examined its validity and reliability. This tool can be used in studies on postgraduate medical education. Further studies should confirm its robustness and usefulness for improving PCO.
وصف الملف: application/pdf
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المؤلفون: Sabine Polujanski, Thomas Rotthoff, Ann-Kathrin Schindler
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-11 (2021)
BMC Medical Educationمصطلحات موضوعية: Students, Medical, 020205 medical informatics, media_common.quotation_subject, New normal, education, Well-being, Context (language use), 02 engineering and technology, Burnout, Education, 03 medical and health sciences, 0302 clinical medicine, Virtual learning, Undergraduate medical students, Surveys and Questionnaires, 0202 electrical engineering, electronic engineering, information engineering, Humans, 030212 general & internal medicine, ddc:610, Emotional exhaustion, Schools, Medical, media_common, Medical education, LC8-6691, Depression, SARS-CoV-2, Learning environment, Research, Procrastination, COVID-19, General Medicine, First-year medical students, Mental health, Special aspects of education, Cohort, Medicine, Psychology, Clinical psychology
الوصف: Background Medical students’ propensity to develop mental morbidity has been described for decades but remains unresolved. To assess student mental health person-centred and longitudinally, we have been investigating a cohort of German students since October 2019. After their first semester under ‘normal’ conditions, rapid changes became necessary due to the COVID-19 situation. In line with the initial aim, we investigated students’ change of mental health, perceived learning environment and burdens in the ‘new normal’. Methods Students in a newly founded German medical study programme (n = 63) answered a questionnaire each semester (October 2019 = entering medical school; December 2019 = ‘old normal’; June 2020 = ‘new normal’; December 2020 = ‘new normal’) on their well-being (FAHW-12), burnout (Maslach Inventory), depression (PHQ-9), perception of the learning environment (DREEM), burdens and protective attitudes in the ‘new normal’ (items designed for the study). Results Friedman tests reveal overall significant differences (all p < .001) in depression and burnout (emotional exhaustion, depersonalisation, personal accomplishment); changes in well-being were identified as just non-significant (p = .05). The effects were explained by a significant increase in burnout and depression identified post-hoc from October 2019 to December 2019. No increase in severity was identified in the ‘new normal’ semesters. The learning environment was perceived positively even with a significant improvement for June 2020 (repeated measures ANOVA p Conclusions The ‘new’ when entering medical school had a greater impact on our students’ mental health than the ‘new normal’. The readiness for change in the context of a newly designed study programme may have been beneficial with regard to students’ positively perceived learning environment during the virtual semesters. Monitoring medical students’ mental health longitudinally should be a concern regardless of a pandemic.
وصف الملف: application/pdf
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المؤلفون: Clare L. Stacey, Sarah Harvey, Kelly Rhea MacArthur, Jonathan Markle
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-11 (2021)
BMC Medical Educationمصطلحات موضوعية: Students, Medical, 020205 medical informatics, media_common.quotation_subject, education, Empathy, 02 engineering and technology, Burnout, Affect (psychology), Structural equation modeling, Education, Medical socialization, 03 medical and health sciences, 0302 clinical medicine, Cynicism, Surveys and Questionnaires, 0202 electrical engineering, electronic engineering, information engineering, Humans, Pre-medical education, 030212 general & internal medicine, Emotional exhaustion, Burnout, Professional, media_common, Medical education, LC8-6691, Depression, Research, Cognition, General Medicine, Models, Theoretical, Special aspects of education, Well-being, Medicine, Psychology, Clinical psychology
الوصف: Background Empathy is a well-established facet of clinical competency that research suggests is associated with enhanced medical student well-being. Since little is known about empathy and well-being before students enter medical school—during pre-medical education—the main goal of this study is to test a conceptual model of how clinical empathy is related to two indicators of well-being, depression, and burnout among pre-medical students. The theoretical model hypothesizes that three dimensions of clinical empathy—Perspective-Taking, Compassionate Care, and Standing in Patients’ Shoes— will be directly and negatively related to depression, as well as indirectly through its inverse relationship with three facets of burnout, Emotional Exhaustion, Poor Academic Efficacy, and Cynicism. Methods Using survey data from a sample of 132 pre-medical students at an American Midwestern university, this study employs structural equation modeling (SEM) to test the theoretical model of the relationships between empathy, burnout, and depression among pre-medical students. We identify the direct effects of the three dimensions of the Jefferson Scale of Physician Empathy (JSE-S) on depression (CES-D), as well as the indirect effects of clinical empathy on depression through the three dimensions of the Maslach Burnout Inventory (MBI-S). Results SEM analyses show that while none of the three dimensions of the JSE-S are directly related to depression, clinical empathy does significantly affect depression indirectly through burnout. Specifically, as predicted, we find that Perspective-Taking decreases Emotional Exhaustion, but, contrary to expectations, Compassionate Care increases it. And, the positive relationship between Compassionate Care and Emotional Exhaustion is particularly strong. In turn, Perspective-Taking and Compassionate Care are associated with depression in opposite directions and to different degrees. Conclusions Findings suggest that clinical empathy as measured by the JSE-S produces both positive and negative effects on personal well-being. We conclude that further conceptual clarity of clinical empathy is needed to better discern how the different dimensions impact different indicators of well-being. Given that pre-medical education is a crucial time for emotional socialization, the challenge for medical education will be fostering the positive, cognitive aspects of clinical empathy while simultaneously mitigating the adverse effects of affective empathy on medical student well-being.
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المؤلفون: Lei Huang, Xudong Zhao, Na Su, Russell Olive Kosik, Angela Pei Chen Fan, Jessica Thai
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-8 (2021)
BMC Medical Educationمصطلحات موضوعية: China, Longitudinal study, medicine.medical_specialty, Students, Medical, 020205 medical informatics, education, 02 engineering and technology, CTDI-CV, Education, Thinking, 03 medical and health sciences, 0302 clinical medicine, Chinese medical students, 0202 electrical engineering, electronic engineering, information engineering, medicine, Humans, Longitudinal Studies, 030212 general & internal medicine, Medical education, LC8-6691, business.industry, Clinical course, General Medicine, Disposition, Special aspects of education, Critical thinking disposition, Cross-Sectional Studies, Critical thinking, Family medicine, Medical training, Medicine, Students, Nursing, Cluster sampling, business, Research Article, Graduation
الوصف: Background Critical thinking (CT) is an essential competency for medical students. This study’s aim was to evaluate Chinese medical students’ disposition for CT and to explore the impact of current trends in medical education on students’ CT development. Methods We used multistage stratified cluster sampling to recruit a total of 1241 medical students among five different years of training and from three medical institutions in China. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and self-reported information were used to collect cross-sectional data. Based on the data from the CTDI-CV, 112 medical students in clinical course training from a single institution continued one-year follow-up. Their one-year CTDI-CV score changes were collected regarding various medical education variables. Results The mean CTDI-CV score of the 1241 medical students was 287.04 with 729 (58.7%) students receiving a score of 280 or higher. There were statistically significant differences in schools attended(F = 3.84, P P P P P P P P Conclusions Chinese medical students generally exhibited positive CT dispositions. The cross-sectional survey and one-year longitudinal study indicated that students’ CT disposition diminished as they progressed through traditional medical training. Our study contributes to understanding the status of Chinese medical education of and influential factors on medical students’ CT disposition.
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المؤلفون: Tsai-Yu Wang, Shu-Chung Lii, Kuo-Chen Liao, Chien-Da Huang, Chi-Hsien Huang, Chang-Chyi Jenq
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-8 (2021)
BMC Medical Educationمصطلحات موضوعية: Students, Medical, 020205 medical informatics, media_common.quotation_subject, education, Identity (social science), Empathy, 02 engineering and technology, Education, Nonprobability sampling, 03 medical and health sciences, 0302 clinical medicine, Intervention (counseling), 0202 electrical engineering, electronic engineering, information engineering, Humans, Narrative, 030212 general & internal medicine, media_common, Narrative medicine, Medical education, education.field_of_study, Physician-Patient Relations, LC8-6691, Research, General Medicine, Special aspects of education, Thematic analysis, Professionalism, Medical trainees, Medicine, Qualitative study, Psychology, Qualitative research, Education, Medical, Undergraduate
الوصف: Background Narrative medicine (NM) is an approach involving narrative skills and is regarded as a model for medical humanism and effective medical practice. This study aims to explore how NM impacts medical trainees’ learning of professionalism during a clerkship in a Taiwanese clinical setting. Methods A qualitative interview study adopting a purposive sampling method was undertaken. Thirty medical trainees participated in this study, including five fifth-year medical students (MSs), ten sixth-year MSs, nine seventh-year MSs, and six postgraduate year (PGY) trainees. Thematic framework analysis was applied, and a modified realist evaluation approach was further used to analyse the interview data. Results We identified self-exploration, reflection, and awareness of professional identity as mechanisms explaining how NM impacted professionalism learning in our participants. Furthermore, empathy, communication, doctor-patient relationship and understanding patients were identified as the outcomes of the NM intervention for trainees’ learning of professionalism. Conclusions NM facilitates medical trainees’ self-exploration, reflection, and awareness of professional identity, thereby affecting their learning of professionalism in clinical settings. Adopting NM as an educational intervention in undergraduate medical education could play an important role in professionalism learning, as trainees can thereby be supported to gradually develop self-exploration and reflection capabilities and heightened awareness of professional identity reflectively through a narrative process.
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المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-12 (2021)
BMC Medicine
BMC Medical Educationمصطلحات موضوعية: Male, 020205 medical informatics, Observation, 02 engineering and technology, 0302 clinical medicine, Professional boundaries, Health care, 0202 electrical engineering, electronic engineering, information engineering, 030212 general & internal medicine, Interprofessional problem-based learning (iPBL), media_common, computer.programming_language, Pedagogy, General Medicine, Special aspects of education, Dynamics (music), Interprofessional collaboration, Group-dynamics, Spin theory, SPGR, Professional stereotypes, Tutor style, Medicine, Female, Psychology, Research Article, Occupational therapy, medicine.medical_specialty, Attitude of Health Personnel, media_common.quotation_subject, Interprofessional Relations, Context (language use), Education, Style (sociolinguistics), 03 medical and health sciences, Perception, medicine, Humans, TUTOR, Medical education, LC8-6691, business.industry, Pedagogik, Problem-Based Learning, Students, Nursing, business, computer
الوصف: Background Group processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in the health-care educational context. In this paper we present findings on how group-dynamics, collaboration, and tutor style influence the perception of profession-based stereotypes of students collaborating in iPBL groups. Health-care students are trained in iPBL groups to increase their ability to collaborate with other healthcare professionals. Previous research focusing iPBL in healthcare implies that more systematic studies are desired, especially concerning the interaction between group processes and internalized professional stereotypes. The aim of this study is to investigate whether changes in group processes, collaboration, and tutor style, influence the perception of profession-based stereotypes of physician- and nursing-students. Methods The study is a quasi-experimental pre- post-design. The participants included 30 students from five different healthcare professions, mainly medicine and nursing. Other professions were physiotherapy, occupational therapy and speech therapy. The students were divided into four iPBL groups, each consisting of six to nine students and a tutor. Data were collected through systematic observation using four video-recorded tutorials. SPGR (Systematizing the Person Group Relation), a computer-supported method for direct and structured observation of behavior, was used to collect and analyze the data. Results Traditional stereotypical profession-based behaviors were identified in the first observed group meeting. Although the groups followed different paths of development, the group-dynamics changed in all groups over the 6 weeks of collaboration. Two of the groups became more cohesive, one became more fragmented and one became more polarized. Stereotypical behaviors became less frequent in all groups. Our findings indicate that tutor behavior has a strong influence on the development of the group’s dynamics. Conclusion Our findings strongly suggest iPBL is a means of reducing stereotypical behaviors, and may positively increase members’ ability to engage in inter-professional collaboration. Although the pattern of dynamics took different forms in different groups, we argue that iPBL forces students to see the colleague behind his or her profession, thus breaking professional boundaries. The tutor style significantly influenced the iPBL groups’ development. This study contributes to our field by emphasizing the effect of group-processes in increasing mutual understanding across professions.
وصف الملف: application/pdf
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المؤلفون: Mark Hayter, Maria Chiara Bassi, Giovanna Artioli, Luca Ghirotto, Silvia Di Leo, Margherita Raucci, Giovanna Amaducci, Laura Deiana, Francesco De Vincenzo
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-14 (2021)
BMC Medical Educationمصطلحات موضوعية: 020205 medical informatics, Health Personnel, Writing, Reflective writing, Health students, 02 engineering and technology, CINAHL, Education, 03 medical and health sciences, 0302 clinical medicine, Reflexivity, Health care, 0202 electrical engineering, electronic engineering, information engineering, Humans, 030212 general & internal medicine, Students, Curriculum, Medical education, LC8-6691, business.industry, Professional development, reflective writing, General Medicine, Special aspects of education, Health care education, Health professionals, Medicine, Clinical Competence, business, Psychology, Inclusion (education), qualitative meta-synthesis, Qualitative research, Research Article
الوصف: Background Reflective writing provides an opportunity for health professionals and students to learn from their mistakes, successes, anxieties, and worries that otherwise would remain disjointed and worthless. This systematic review addresses the following question: “What are the experiences of health professionals and students in applying reflective writing during their education and training?” Methods We performed a systematic review and meta-synthesis of qualitative studies. Our search comprised six electronic databases: MedLine, Embase, Cinahl, PsycINFO, Eric, and Scopus. Our initial search produced 1237 titles, excluding duplicates that we removed. After title and abstract screening, 17 articles met the inclusion criteria. We identified descriptive themes and the conceptual elements explaining the health professionals’ and students’ experience using reflective writing during their academic and in-service training by performing a meta-synthesis. Results We identified four main categories (and related sub-categories) through the meta-synthesis: reflection and reflexivity, accomplishing learning potential, building a philosophical and empathic approach, and identifying reflective writing feasibility. We placed the main categories into an interpretative model which explains the users’ experiences of reflective writing during their education and training. Reflective writing triggered reflection and reflexivity that allows, on the one hand, skills development, professional growth, and the ability to act on change; on the other hand, the acquisition of empathic attitudes and sensitivity towards one’s own and others’ emotions. Perceived barriers and impeding factors and facilitating ones, like timing and strategies for using reflective writing, were also identified. Conclusions The use of this learning methodology is crucial today because of the recognition of the increasing complexity of healthcare contexts requiring professionals to learn advanced skills beyond their clinical ones. Implementing reflective writing-based courses and training in university curricula and clinical contexts can benefit human and professional development.
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المؤلفون: Ramzi Shawahna
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-11 (2021)
BMC Medical Educationمصطلحات موضوعية: Consensus, 020205 medical informatics, media_common.quotation_subject, 0211 other engineering and technologies, Scopus, Delphi method, Pharmacy, 02 engineering and technology, History of medicine, Education, Reading (process), Delphi technique, 021105 building & construction, 0202 electrical engineering, electronic engineering, information engineering, Humans, Curriculum, Accreditation, computer.programming_language, media_common, Medical education, LC8-6691, business.industry, Arab World, Teaching, Research, General Medicine, Special aspects of education, Students, Pharmacy, Education, Pharmacy, Medicine, business, Psychology, computer, Delphi
الوصف: Background History courses are “required” elements among the didactic elements of the medical and pharmacy curricula in many schools around the world. The aim of this study was to develop consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods of a history of medicine and pharmacy course for medical and pharmacy students in the Arab World. Methods A systematic search of PubMed, ScienceDirect, SpringerLink, Scopus, and Google Scholar was conducted to identify course aims, contents, intended learning outcomes from the literature. The search was supplemented by semi-structured in-depth interviews with 5 educators/academicians, 3 pharmacists, and 3 physicians. The Delphi technique was used among panelists (10 educators/academicians, 4 physicians, and 4 pharmacists) to develop consensus-based course aims, contents, intended learning outcomes, teaching, and evaluation methods. Results The vast majority of the panelists agreed on the 10 items (agreement ≥88.9%) on the importance of teaching history to medical and pharmacy students. Consensus-based aims (n = 4) and intended learning outcomes (n = 13) were developed in the 1st and 2nd iterative Delphi rounds. The panelists suggested that 16 dedicated meeting hours (1 credit hour) would be required to cover the course. Bloom’s verbs were used to target the lower and higher orders of the cognitive domain. The course could be taught through face-to-face lectures, provision of reading materials, video documentaries, case studies, group discussions and debates. Multiple-choice questions, written reflections, portfolios, group projects, and engagement in discussions and debates might be used to evaluate performance of students. Conclusion Consensus-based course of history of medicine and pharmacy course was developed for medical and pharmacy students in the Arab World. Well-designed course aims, contents, intended learning outcomes, teaching, and evaluation methods are more likely to meet the accreditation requirements and might improve performance of medical and pharmacy students. Future studies are still needed to investigate if such consensus-based courses can improve performance of the students.
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المؤلفون: Yanbin Zhou, Jingli Gu, Zihao Dai, Weiying Chen, Rong Rong, Ming Kuang, Wei Chen, Haipeng Xiao
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-10 (2021)
BMC Medical Educationمصطلحات موضوعية: Medical education, medicine.medical_specialty, China, Students, Medical, 020205 medical informatics, media_common.quotation_subject, education, Empathy, Pilot Projects, 02 engineering and technology, Burnout, Education, law.invention, 03 medical and health sciences, 0302 clinical medicine, Quality of life, Randomized controlled trial, law, Intervention (counseling), 0202 electrical engineering, electronic engineering, information engineering, Medicine, Humans, 030212 general & internal medicine, Depression (differential diagnoses), media_common, LC8-6691, business.industry, Depression, General Medicine, Mental health, Medical students, Special aspects of education, Test (assessment), Physical therapy, Quality of Life, business, Research Article
الوصف: Background Among Chinese medical students, there is a high prevalence of mental health-related issues and low empathy. Effective strategies to improve this situation are lacking. This study aims to investigate the efficacy of the intervention courses designed to enhance the mental health and empathy of senior Chinese medical students. Methods A total of 146 3rd - and 4th -year medical students were randomized to an intervention group (n = 74) and a control group (n = 72). A pilot study including 5 pre-clinical students and 5 interns was first carried out to determine the themes and content of the intervention courses. The designed courses were delivered in the intervention group once a month three times, while the control group had no specific intervention. Five self-assessment questionnaires, including the General Self-Efficacy (GSE) scale, Medical Outcomes Study Short Form 8 (SF-8), Patient Health Questionnaire-9 (PHQ-9), Maslach Burnout Inventory (MBI), and Jefferson Scale of Empathy-Health Care Provider Student version (JSE-HPS), were completed by the students before and one month after the courses to evaluate their levels of self-efficacy (SE), quality of life (QoL), depression, burnout, and empathy, respectively. Qualitative data were collected via e-mail two years after the intervention. Results Compared to the control group, the intervention group showed significantly higher scores for empathy (111.0 [IQR 102.0, 118.0] vs. 106.0 [IQR 93.0, 111.5]; P = .01) and QoL (32.0 [IQR 28.0, 35.0] vs. 29.5 [IQR 26.0, 34.0]; P = .04). The rate of depression was significantly lower in the intervention group than in the control group (13.5 % vs. 29.2 %; chi-square test, P = .02). However, no significant differences in self-efficacy (25.6 ± 4.8 vs. 24.3 ± 6.3; P = .16) or burnout (27.0 % vs. 34.7 %; Chi-square test, P = .31) were observed between the two groups. Conclusions The intervention courses had a positive impact on mental well-being and empathy in senior Chinese medical students, which might help provide novel information for their incorporation into the medical school curriculum. Trial registration ClinicalTrials.gov Identifier: NCT02645643; Date of registration: 05/01/2016.
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المؤلفون: Liang Yu, Na Li, Liu-xia Shi, Long Huang, Die Hu, Hao-ru Tang, Ting-ting Rao, Yu-feng Wen
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-8 (2021)
BMC Medical Educationمصطلحات موضوعية: Male, Students, Medical, 020205 medical informatics, Coronavirus disease 2019 (COVID-19), 02 engineering and technology, Logistic regression, Network teaching, Education, 03 medical and health sciences, 0302 clinical medicine, 0202 electrical engineering, electronic engineering, information engineering, Humans, Effect, 030212 general & internal medicine, College students, Epidemics, Schools, Medical, Medical education, Academic year, LC8-6691, SARS-CoV-2, COVID-19, General Medicine, Special aspects of education, Test (assessment), Virtual learning environment, Medicine, Cluster sampling, Female, Rural area, Psychology, Research Article
الوصف: Background The purpose of this study is to understand the influencing factors of Chinese college students’ satisfaction with online teaching and psychological pressure on learning during the novel coronavirus epidemic. Methods We assessed the effect of online teaching of 7084 medical students from wannan medical college in March 5 to April 2, 2020 using cluster sampling. The respondents were asked to complete a 7-item self-compiled online teaching satisfaction questionnaire. Chi-square test and multivariate logistic regression analysis are used. Results Sex is female (OR = 1.257, 95%CI: 1.132 ~ 1.396), grades are second and third grades (second grades: OR = 1.228, 95%CI: 1.080 ~ 1.397; third grades: OR = 1.197, 95%CI: 1.048 ~ 1.367), normal/unfamiliar learning platform operation (OR = 3.692, 95%CI: 3.321 ~ 4.103) were risk factors for satisfactory teaching effect. In addition, students whose school year system is four-year (OR = 0.870, 95%CI: 0.781 ~ 0.969) and grade 4 and above (OR = 0.594, 95%CI: 0.485 ~ 0.727) were more satisfied with the teaching effect of teachers. And, during the period of the COVID-19 epidemic, the risk factors for college students to have psychological stress were: female (OR = 1.258, 95%CI: 1.096 ~ 1.442), from rural areas (OR = 1.511, 95%CI: 1.312 ~ 1.740), and the academic year system is four-year system (OR = 1.191, 95%CI: 1.028 ~ 1.380), using mobile phones and other learning tools (OR = 1.388, 95%CI: 1.205 ~ 1.600), general/unfamiliar with learning platform operations (OR = 2.273), 95%CI: 1.888 ~ 2.735). While the protective factors for college students’ psychological stress included: grade three and four and above (OR = 0.463, 95%CI: 0.387 ~ 0.554; OR = 0.232, 95%CI: 0.187 ~ 0.286), and they think that the teaching effect is satisfactory (OR = 0.314, 95%CI: 0.261 ~ 0.379). Conclusion This survey shows that compared with male college students, female college students were more dissatisfied with the teaching effect of teachers and havd greater psychological pressure on learning. Psychological counseling should be strengthened for students in rural areas and those who were not familiar with the operating platform to relieve their psychological pressure on learning.
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