Psychosocial health risk factors and resources of medical students and physicians: a cross-sectional study

Abstract

Background: Epidemiological data indicate elevated psychosocial health risks for physicians, e. g., burnout, depression, marital disturbances, alcohol and substance abuse, and suicide. The purpose of this study was to identify psychosocial health resources and risk factors in profession-related behaviour and experience patterns of medical students and physicians that may serve as a basis for appropriate health promoting interventions.

Methods: The questionnaire -Related Behaviour and Experience "Work administered in cross-sectional surveys to students in the first (n = 475) and in the fifth year of studies (n = 355) in required courses at three German universities and to physicians in early professional life in the vicinity of these universities (n = 381).

Results: Scores reflecting a healthy behaviour pattern were less likely in physicians (16.7%) compared to 5th year (26.0%) and 1st year students (35.1%) while scores representing unambitious and resigned patterns were more common among physicians (43.4% vs. 24.4% vs. 41.0% and 27.3% vs. 17.2% vs. 23.3 respectively). Female and male responders differed in the domains professional commitment, resistance to stress and emotional well-being. Female physicians on average scored higher in the dimensions resignation tendencies, satisfaction with life and experience of social support, and lower in career ambition.

Conclusion: The results show distinct psychosocial stress patterns among medical students and physicians. Health promotion and prevention of psychosocial symptoms and impairments should be integrated as a required part of the medical curriculum and be considered an important issue during the further training of physicians.

Figure 1

Behaviour and experience patterns of medical students and physicians. Type G: healthy pattern, Type S: unambitious pattern, Risk type A: pattern of overexertion, Risk type B: resignation pattern.

Figure 2

Health-relevant dimensions of medical students and physicians. The eleven dimensions can be divided into three domains: professional commitment (1–5), coping capacity (6–8) and emotional well-being (9–11). Results are presented as stanine scores. ("Standard nine" (Stanine) is a method of scaling test scores on a nine-point standard scale with a mean of five and a standard deviation of two and was used to compare scores of the study groups in one digit number.)