Citas bibligráficas
Paz, A., (2024). Educación virtual en tiempos de COVID-19 como factor asociado al estrés y la ansiedad en estudiantes de pregrado de la Escuela de Medicina Humana – 2022 [Tesis, Universidad Privada Antenor Orrego]. https://hdl.handle.net/20.500.12759/27691
Paz, A., Educación virtual en tiempos de COVID-19 como factor asociado al estrés y la ansiedad en estudiantes de pregrado de la Escuela de Medicina Humana – 2022 [Tesis]. PE: Universidad Privada Antenor Orrego; 2024. https://hdl.handle.net/20.500.12759/27691
@misc{renati/1357802,
title = "Educación virtual en tiempos de COVID-19 como factor asociado al estrés y la ansiedad en estudiantes de pregrado de la Escuela de Medicina Humana – 2022",
author = "Paz Cueva, Alexander Anthony",
publisher = "Universidad Privada Antenor Orrego",
year = "2024"
}
Academic stress along with anxiety are a response that students present to various academic demands. As there is an overload of them, they cause student performance to decrease, manifesting physically, emotionally and behaviorally. Objectives: The objective of this studyis to determine the association between stress and anxiety with virtual education in undergraduate students of the school of human medicine. Materials and methods: An analytical cross-sectional study design was used. Unit of analysis: Patient. Using the EEP-10 and Hamilton scales, the presence of stress and anxiety in this population was determined. For quantitative variables, measures of central tendency were used as arithmetic mean and measures of dispersion as standard deviation. For the qualitative variables, the data were obtained by calculating the percentage. Results: In a sample of 250 participants, with an average age of 21.5 years, it was observed that 78% opted for virtual education and 22% for in-person education. Among virtual students, 62% had a family history of stress and 52% of anxiety, compared to 56% and 42% in in-person education. 14% of virtual students and 13% of in-person students reported having neuropsychiatric diagnoses. Regarding personal problems, 43% of virtual students faced constant difficulties, compared to 16% in face-to-face education. Regarding COVID-19, 35% of the virtual ones and 38% of the in-person ones had a positive diagnosis. In the stress evaluation (EEP-10), 68% of those virtual and 75% of those in person experienced moderate levels (CI: 95%, p=0.002). On the Hamilton scale for anxiety, both groups coincided with 65% of students experiencing high levels (CI: 95%, p=0.001). These results highlight differences and similarities in mental health between virtual and in-person education students during the study period. Conclusions: Virtual education is a factor associated with stress and anxiety in undergraduate students at the school of human medicine.
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