Article in Press
Back to the articles list |
Back to browse issues page
Education Development Center, Sirjan School of Medical Sciences, Sirjan, Iran
Abstract: (324 Views)
A substantial portion of medical students' learning is focused on clinical training, particularly in the field of Emergency Medicine (EM). The emphasis on hands-on experience is crucial, as it equips medical students with the skills and knowledge necessary to handle acute medical situations effectively. Although medical students learn to make quick decisions, work under pressure, and apply their medical knowledge in real-world scenarios in the aura of the Emergency Department (ED), the rotations of ED can be particularly demanding, and medical students experience high levels of stress largely due to the fast-paced and unpredictable nature of the environment. It is important to mention that medical students are required to process a vast amount of new information quickly while managing the complexities of acute patient care. Additionally, the long work hours often contribute to physical and mental fatigue, making it essential to provide adequate support and resources to help students cope with the unique pressures of this critical clinical setting.
Type of Study: Letter to Editor |
Subject:
Educational
Received: 2025/06/21 | Accepted: 2025/06/22 | ePublished ahead of print: 2025/07/12
Received: 2025/06/21 | Accepted: 2025/06/22 | ePublished ahead of print: 2025/07/12
References
1. Beigzadeh A, Sharifpoor E, Maroufi M. How can teaching in the emergency department be augmented?. J Emerg Practice Trauma. 2025;10(1):4-6.
2. Anderson ES, Hsieh D, Alter HJ. Social emergency medicine: embracing the dual role of the emergency department in acute care and population health. Ann Emerg Med. 2016;68(1):21-5. [DOI:10.1016/j.annemergmed.2016.01.005]
3. Beigzadeh A, Yamani N, Sharifpoor E, Bahaadinbeigy K, Adibi P. Teaching and learning in clinical rounds: a qualitative meta-analysis. J Emerg Practice Trauma. 2021;7(1):46-55. [DOI:10.34172/jept.2020.32]
4. Sohail N. Stress and academic performance among medical students. J Coll Physicians Surg Pak. 2013; 23(1):67-71.
5. West CP, Huschka MM, Novotny PJ, Sloan JA, Kolars JC, Habermann TM et al. Association of perceived medical errors with resident distress and empathy: A Prospective Longitudinal Study. JAMA. 2006;296:1071-8. [DOI:10.1001/jama.296.9.1071]
6. Beigzadeh A, Yusefi AR, Sharifpoor E, Okhovati M. The Stressors of Medical Students in Emergency Department Rotations: A Mixed-method Sequential Explanatory Design. J Emerg Practice Trauma. 2024;10(1):38-46.
7. IsHak W, Nikravesh R, Lederer S, Perry R, Ogunyemi D, Bernstein C. Burnout in medical students: a systematic review. Clin Teach. 2013;10(4):242-5. [DOI:10.1111/tct.12014]
8. Rotenstein LS, Ramos MA, Torre M, Segal JB, Peluso MJ, Guille C et al. Prevalence of depression, depressive symptoms, and suicidal ideation among medical students: a systematic review and meta-analysis. JAMA. 2016;316(21):2214-36. [DOI:10.1001/jama.2016.17324]
9. Colbert-Getz JM, Baumann S, Shaffer K, Lamb S, Lindsley JE, Rainey R et al. What's in a transition? An integrative perspective on transitions in medical education. Teach Learn Med. 2016; 28(4):347-52. [DOI:10.1080/10401334.2016.1217226]
10. Beigzadeh A, Yamani N, Bahaadinbeigy K, Adibi P. Challenges and strategies of clinical rounds from the perspective of medical students: A qualitative research. J Educ Health Promot. 2021;10(1):6-18. [DOI:10.4103/jehp.jehp_104_20]
11. Esmaeili M, Haghdoost AA, Beigzadeh A, Bahmanbijari B, Bazrafshan A. Personal and scientific characteristics of positive and negative role models among medical educators from the viewpoint of dentistry and pharmacy students in Kerman University of Medical Sciences Iran. Stride Dev Med Educ. 2013;10(3):298-311.
12. Rehman R, Usmani A, Omaeer Q, Gul H. "Mentorship" a stride towards maintenance of medical student's well being. J Pak Med Assoc. 2014;64(12):1352-57.
13. Shapiro SL, Shapiro DE, Schwartz GE. Stress Management in Medical Education: A Review of the Literature. Acad med. 2001;75(7):748-59. [DOI:10.1097/00001888-200007000-00023]
14. Shanafelt TD, Boone S, Tan L, Dyrbye LN, Sotile W, Satele D et al. Burnout and satisfaction with work-life balance among US physicians relative to the general US population. Arch Intern Med. 2012;172(18):1377-85. [DOI:10.1001/archinternmed.2012.3199]
15. Ungar P, Schindler AK, Polujanski S, Rotthoff T. Online programs to strengthen the mental health of medical students: A systematic review of the literature. Med Educ Online. 2022;27(1):2082909. [DOI:10.1080/10872981.2022.2082909]
16. Heydari S, Beigzadeh A. Medical students' perspectives of reflection for their professional development. BMC Med Educ. 2024;24(1):1399. [DOI:10.1186/s12909-024-06401-2]
17. Beigzadeh A, Bazyar H, Delzendeh M, Razmi MH and Sharifi N. Comparing the effect of lecture method and cooperative teaching method on the learning, communication skills, and attitudes of students: a quasi-experimental study. Front. Educ.2024;9:1449538. [DOI:10.3389/feduc.2024.1449538]
18. Salajegheh M, Bahmanbijari B, Shokouhi M, Safipour Afshar A, Beigzadeh A. Educational Environment Assessment at Outpatient Clinics in Teaching Hospitals of Kerman University of Medical Sciences, Iran, from Resident's Perspective Based on the ACLEEM Questionnaire. Stride Dev Med Educ. 2015;12(Supplement):119-30.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Attribution-NoneCommercial CC BY-NC
