Students Study Skills and Depression: A Randomised Controlled Study in a Large Medical School

Abstract:
Purpose : The burden of depression among medical students is rising and it extends to future practice, influencing patient safety and care. To enhance the educational experiences of medical students, it is vital to explore ways to reduce the impact of depressive symptoms on learning and mental health. This study sought to assess the impact of a study skills course (intervention) on the rate and severity of depressive symptoms.
Introduction
Higher education introduces students to new social environments for example increasing academic pressures that could lead to stress, anxiety, and depression. Ultimately, these ailments can negatively impact student performance and progress. Many health college students commonly experienceexperience mental health issues; depression being the most prevalent
Methods : A rarndomised controlled educational trial was conducted on 3rd year medical students, of King Saud University, in the period between January 2022 and May 2022.
The Study Skill Inventory (SSI) was used to assess students’ study skills and the Patient Health Questionnaire (PHQ-9) for depressive symptoms of participants in the control and intervention groups, before and after the intervention, i.e., the study skills course. In addition to descriptive statistics, mean ranks of the pre-post test scores of the intervention and control groups were compared using Mann Whitney-U and Wilcoxon sign rank tests as appropriate.
Results : Of the 69 medical students who took part in the study, 36 were randomly assigned to the intervention group, while 27 and 34 students filled out the pre-intervention and the post-intervention students’ satisfaction survey of their study habits, respectively. No statistically significant differences were observed in the PHQ-9 and SSI scores between the intervention and control groups, both pre and post the study skills course. Around 76.5% of students assessed the course as good or excellent and found the course meeting their expectations (62%).
Conclusion : This study revealed no statistically significant improvement in depressive symptoms following the study skills course. It is recommended for future similar studies to implement interventions in a course that counts for students’ grade or at least to administer the study skills learning intervention before the crowded formal curriculum starts.
Keywords : Medical student, online course, impact, emotional well-being, study habit, PHQ-9
A meticulous design is paramount when planning any interventional study that involves medical students students, and the study should guarantee an optimal uptake of the intervention. This may be achieved by either making the course mandatory or carrying out the study skills course before formal learning in the school.
A meticulous design is paramount when planning any interventional study that involves medical students students, and the study should guarantee an optimal uptake of the intervention.

摘要：
研究目的：医学生群体的抑郁负担日益加重，且该状况会延续至其未来执业阶段，对患者安全与医疗照护造成负面影响。为改善医学生的教育体验，探索缓解抑郁症状对其学习与心理健康的不良影响的途径至关重要。本研究旨在评估一项学习技能课程（干预措施）对抑郁症状发生率与严重程度的影响。

引言：
高等教育为学生带来全新的社交环境，例如日益加重的学业压力，这可能引发应激、焦虑与抑郁。此类心理问题最终会对学生的学业表现与进步产生负面影响。众多医学生普遍存在心理健康问题，其中抑郁最为高发。

研究方法：
本研究于2022年1月至5月间，针对沙特国王大学（King Saud University）的三年级医学生开展了一项随机对照教育试验。
研究采用学习技能量表（Study Skills Inventory, SSI）评估学生的学习技能，采用患者健康问卷9项版（Patient Health Questionnaire, PHQ-9）评估干预组与对照组受试者的抑郁症状，分别在干预（即学习技能课程）实施前后进行测评。除描述性统计分析外，本研究根据情况分别采用曼-惠特尼U检验（Mann Whitney-U test）与威尔科克森符号秩检验（Wilcoxon sign rank test），对干预组与对照组的前后测得分的平均秩次进行比较。

研究结果：
本研究共纳入69名医学生，其中36名被随机分配至干预组；另有27名与34名学生分别完成了干预前与干预后的学习习惯满意度调研。在学习技能课程实施前后，干预组与对照组的PHQ-9与SSI得分均无统计学显著性差异。约76.5%的学生将该课程评价为"良好"或"优秀"，且62%的学生认为该课程契合自身期待。

研究结论：
本研究显示，学习技能课程并未对抑郁症状产生统计学意义上的显著改善。建议未来同类研究可将干预措施纳入计入学分的课程中，或至少在繁重的正式课程启动前开展学习技能学习干预。

关键词：医学生、在线课程、影响、情绪健康、学习习惯、PHQ-9

在规划任何涉及医学生的干预性研究时，严谨的研究设计至关重要，且研究应确保干预措施能够得到最优的参与度。这一目标可通过两种途径实现：一是将该课程设为必修课程，二是在学校正式教学启动前开展学习技能课程。
在规划任何涉及医学生的干预性研究时，严谨的研究设计至关重要，且研究应确保干预措施能够得到最优的参与度。