Abstract

Medical education is a complex, intense, and demanding process. Research showed that medical school students experienced significant changes and navigated intense and fluctuating stressors during their four years of medical school (Compton et al. ,2008; Hojat et al., 2004; McKerrow et al., 2020; Pagnin & De Querioz, 2015). Research has shown medical school students were impacted by substantially reduced physical, mental, and emotional health (Rajapuram, Langness, Marshall, & Sammann, 2020). Both internationally and nationally there was a growing interest in researching the health and wellness of medical school students, particularly focusing on quality of life (QOL) (Heidari et al., 2014; Sharma, Gupta, Khare & Agarwal, 2015; Tempski et al., 2012; Zang et al., 2012). This study was quantitative in nature and structured in a casual comparative design. The World Health Organization Quality of Life (WHOQOL-BREF) survey assessment was utilized to assess the QOL domains of Physical Health, Psychological Health, Social Relationships, and Environment. All study participants were fully enrolled medical school students during the 2021-2022 academic year and were at least 18 years old. This study looked to identify if there were statistically significant differences in QOL between year of medical education study (Year 1 through Year 4), phase of medical education (Preclinical: Year 1 and Year 2 / Clinical: Year 3 and Year 4), and gender (male/female) of medical education students. The study included students (n=86) in all years of medical school education (Y1, Y2, Y3, Y4). The results of the study showed no statistically significant differences in QOL between year of medical school education, phase of medical school education, or gender of medical school student.

Notes

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Graduation Date

2022

Semester

Summer

Advisor

Vitale, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Identifier

CFE0009234; DP0026837

URL

https://purls.library.ucf.edu/go/DP0026837

Language

English

Release Date

August 2022

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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