Gandy Patandung Andi Lolo, Rahmawati Thamrin, Ayu Ameliyah Hasbullah

Gambaran Tingkat Stres Berdasarkan Stressor Mahasiswa Baru Fakultas Kedokteran Universitas Bosowa Selama Perkuliahan Daring

Introduction

Gambaran tingkat stres berdasarkan stressor mahasiswa baru fakultas kedokteran universitas bosowa selama perkuliahan daring. Telusuri tingkat stres dan stressor mahasiswa kedokteran Universitas Bosowa angkatan 2020-2021 selama perkuliahan daring. Analisis faktor proses belajar dan akademik.

Abstract

Stress can be interpreted as a non-specific response to emotional disturbances/changes caused by stimulus or pressure (stimulus stressor). Stress in medical students is a phenomenon that can be found in various parts of the world. The prevalence of stress in the world is quite high with various stressors that can affect stress levels in medical students. This research is quantitative descriptive. This research was conducted at the Faculty of Medicine, University of Bosowa in December 2022. The research subjects were students of the Faculty of Medicine, University of Bosowa Class of 2020 and Class of 2021. The sampling technique used was stratified random sampling. Data collection using the Medical Student Stressor Questionnare (MSSQ). Based on the results of research based on the degree of stress, it was found that the teaching and learning process with 51 respondents (33.5%) with moderate stress levels, academic with 49 respondents (32.5%) with moderate stress levels, activities with 49 respondents (32.2%) with moderate stress level, social with 44 respondents (29%) with moderate stress level, motivation with 69 respondents (45.3%) with no stress level at all, intrapersonal and interpersonal with 44 respondents (28.9%) with no stress level stress at all. Based on this research, it was found that what became a stressor for students was the Teaching and Learning Process as the Highest Stressor, followed by Academic, Activity, and Social. Meanwhile, Motivation, Intrapersonal and Interpersonal are not stressors for students of the Faculty of Medicine, University of Bosowa Class of 2020 and Class of 2021.

Review

This study provides a descriptive quantitative assessment of stress levels and associated stressors among medical students at the Faculty of Medicine, University of Bosowa. Addressing the well-documented phenomenon of stress in medical education, the research employed the Medical Student Stressor Questionnaire (MSSQ) on students from the 2020 and 2021 cohorts. The abstract clearly identifies the teaching and learning process as the highest stressor, followed by academic demands, activities, and social aspects, all leading to moderate stress levels in a significant portion of the student body. Conversely, motivation and intrapersonal/interpersonal factors were not identified as stressors for these student groups. These findings offer valuable insights into the specific challenges faced by medical students in this institution, contributing to the understanding of student well-being in the local context. While the study's quantitative descriptive approach and the use of stratified random sampling lend a degree of methodological rigor, several points warrant clarification and potentially deeper exploration. A notable discrepancy exists between the title, which specifies "Mahasiswa Baru" (new students) and "Selama Perkuliahan Daring" (during online learning), and the abstract's description of subjects as "Class of 2020 and Class of 2021" in December 2022, without explicit mention of online learning in the findings. This ambiguity regarding the precise cohort (first-year vs. mixed-year) and the role of online learning as a specific stressor or context is a significant limitation. Furthermore, while percentages for respondents experiencing "moderate stress levels" or "no stress level at all" are provided for each stressor category, the abstract lacks specific detail on how these stress levels were operationalized or quantified from the MSSQ scores, which would enhance the interpretability of the results. In conclusion, this research offers an important initial mapping of stressors affecting medical students at the University of Bosowa. To maximize its impact and clarify its contributions, future iterations or full manuscript presentations should address the discrepancy between the title and the abstract regarding student cohorts and the explicit role of online learning. Providing more granular methodological details, particularly on the operational definition of stress levels derived from the MSSQ, would also strengthen the study. Future research could build upon these findings by investigating the specific facets within the "Teaching and Learning Process" that are most stressful and exploring potential interventions to mitigate these identified stressors, thus directly informing student support services and curriculum design.

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