Stress in medical education, coping ways and satisfaction

The aim of this study was to investigate the effects of ways of coping on medical students? satisfaction with different instruction methods and their academic achievement.The study was carried out among the first year medical students of Akdeniz University in academic year of 2008-2009. One hundred and fifty two students (81.7%) participated in the study. Socio-demographic data were determined by a form prepared by the researcher and coping styles of the students were determined using Styles of Coping Inventory (SCI). SCI was applied two times, at the beginning and in the end of the academic year to monitor any change in coping styles of the students. The students were classified into two groups according to SCI scores: ?students adopting active coping styles? and ?students adopting passive coping styles?. A satisfaction questionnaire was prepared by the researcher to determine satisfaction levels of the students with different instruction methods (Traditional classes, problem based learning (PBL) and practicals). Academic achievement of the students was evaluated regarding the scores they obtained from theoretical block exams and PBL exams.Number of the students adopting active and passive coping styles was 124 (81.6%) and 28 (18.4%) respectively at the beginning of the year. According to end-of-year SCI results, number of active and passive students became 118 (77.6%) and 34 (22.4%) respectively. No relation was found between socio-demographic data and styles of coping. The students adopting active coping styles were found to be more satisfied with PBL and practicals, and more successful in PBL exams than those adopting passive coping styles.Individuals adopting active styles of coping are known to cope with stress more efficiently. Bad socioeconomic conditions and some psychological problems may cause more use of passive coping styles A shift from passive to active coping styles is possible if underlying factors are eradicated. Otherwise, passive coping styles may have a negative effect on student satisfaction with instruction methods requiring active participation of the students, and academic achievement in these education methods.