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Measuring stress in medical education: validation of the Korean version of the higher education stress inventory with medical students

DC Field Value Language
dc.contributor.authorShim, Eun-Jung-
dc.contributor.authorJeon, Hong Jin-
dc.contributor.authorKim, Hana-
dc.contributor.authorLee, Kwang-Min-
dc.contributor.authorJung, Dooyoung-
dc.contributor.authorNoh, Hae-Lim-
dc.contributor.authorRoh, Myoung-Sun-
dc.contributor.authorHahm, Bong-Jin-
dc.date.accessioned2017-02-09T04:24:15Z-
dc.date.available2017-02-09T04:24:15Z-
dc.date.issued2016-11-24-
dc.identifier.citationBMC Medical Education, 16(1):302ko_KR
dc.identifier.urihttps://hdl.handle.net/10371/100635-
dc.descriptionThis article is distributed under the terms of the Creative Commons Attribution 4.0
International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and
reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to
the Creative Commons license, and indicate if changes were made.
ko_KR
dc.description.abstractAbstract

Background
Medical students face a variety of stressors associated with their education; if not promptly identified and adequately dealt with, it may bring about several negative consequences in terms of mental health and academic performance. This study examined psychometric properties of the Korean version of the Higher Education Stress Inventory (K-HESI).


Methods
The reliability and validity of the K-HESI were examined in a large scale multi-site survey involving 7110 medical students. The K-HESI, Beck Depression Inventory (BDI) and questions regarding quality of life (QOL) and self-rated physical health (SPH) were administered.


Results
Exploratory factor analysis of the K-HESI identified seven factors: Low commitment; financial concerns; teacher-student relationship; worries about future profession; non-supportive climate; workload; and dissatisfaction with education. A subsequent confirmatory factor analysis supported the 7-factor model. Internal consistency of the K-HESI was satisfactory (Cronbachs α = .78). Convergent validity was demonstrated by its positive association with the BDI. Known group validity was supported by the K-HESIs ability to detect significant differences on the overall and subscale scores of K-HESI according to different levels of QOL and SPH.


Conclusions
The K-HESI is a psychometrically valid tool that comprehensively assesses various relevant stressors related to medical education. Evidence-based stress management in medical education empirically guided by the regular assessment of stress using reliable and valid measure is warranted.
ko_KR
dc.language.isoenko_KR
dc.publisherBioMed Centralko_KR
dc.subjectHigher educationko_KR
dc.subjectStressko_KR
dc.subjectMedical studentsko_KR
dc.subjectMeasurementko_KR
dc.titleMeasuring stress in medical education: validation of the Korean version of the higher education stress inventory with medical studentsko_KR
dc.typeArticleko_KR
dc.contributor.AlternativeAuthor심은정-
dc.contributor.AlternativeAuthor전홍진-
dc.contributor.AlternativeAuthor김하나-
dc.contributor.AlternativeAuthor이광민-
dc.contributor.AlternativeAuthor정두영-
dc.contributor.AlternativeAuthor노해림-
dc.contributor.AlternativeAuthor노명선-
dc.contributor.AlternativeAuthor함봉진-
dc.identifier.doi10.1186/s12909-016-0824-9-
dc.language.rfc3066en-
dc.rights.holderThe Author(s).-
dc.date.updated2017-01-06T10:20:45Z-
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