Nurfitri Bustamam(1*), Ria Maria Theresa(2), Sri Wahyuningsih(3)

(1) Universitas Pembangunan Nasional Veteran Jakarta
(2) Universitas Pembangunan Nasional Veteran Jakarta
(3) Universitas Pembangunan Nasional Veteran Jakarta
(*) Corresponding Author


Background: Medical education is considered as being stressful which may cause stress, anxiety, and depression. The student support program is designed to help students of the Faculty of Medicine Universitas Pembangunan Nasional Veteran Jakarta (FMUPNVJ) build resilience to the stress through education and coping skills training. This study aimed to evaluate this supportive program on stress, anxiety, and depression levels, as well as academic performance.
Methods: This study used a one-group pretest-posttest design. Thirty of third-semester students who were randomly chosen and had psychological problems according to the criteria were offered to join the program. The program used problemfocused coping and emotion-focused coping methods in eight sessions for four weeks. Before and after the program, students were evaluated using the Depression Anxiety Stress Scale-42 questionnaire and their academic performance based on block exam results.
Results: Wilcoxon test showed a decrease in levels of anxiety (p = 0.003) and depression (p = 0.004) after the program. There was no difference in stress levels before and after the program (p = 0.073), but there were a tendency stress levels of the subject to be lower after the program. Wilcoxon test showed an increase in the practice exam result (p = 0.000). There was no difference in theory exam results before and after the program (p = 0.358), but there was a tendency that the exam result to be higher after the program.
Conclusion: The student support program has an indication for overcoming psychological problems and improving the academic performance of FMUPNVJ students.


academic performance, medical students, psychological problems, student support program

Full Text:



1.Dyrbye LN, Thomas MS, Shanafelt TD.Medical student distress: causes, consequences,
and proposed solutions. Mayo Clinic Proc.2005;80(12):1613-22.
2. Benbassat J, Baumal R, Chan S, Nirel N. Sources of distress during medical training and clinical practice: suggestions for reducing their impact.Med Teach. 2011;33:486-90.
3. Mavor KI, McNeill KG, Anderson K, Kerr A,Platow MJ. Beyond prevalence to process: the
role of self and identity in medical student wellbeing.Med Educ. 2014;48:351-60.
4. Saipanish R. Stress among medical students in a Thai medical school. Med Teach. 2003;
5. Hope V, Henderson M. Medical student depression, anxiety and distress outside North
America: a systematic review. Med Educ.2014;48:963-79.
6. Dahlin M, Joneborg N, Runeson B. Stress and depression among medical students: a crosssectional study. Med Educ. 2005;39:594-604.
7. Wong JGWS, Path NG, Beh SL, Cheung EPT, Wong V, Chan LC, Mak FL. Cultivating
psychological well-being in Hong Kong’s future doctors. Med Teach. 2005;27(8):715-9.
8. Hardisman, Pertiwi D. Gambaran distress pada mahasiswa preklinik tahun ketiga fakultas
kedokteran. JPKI 2014;3(3):145-53.
9. Bakhriansyah M. Korelasi antara lama studi dan tingkat kecemasan mahasiswa. JPKI 2012;1(2):54-8.
10. Park KH, Kim D-h, Kim SK, Yi YH, Jeong JH,Chae J, Hwang J, Roh H. The relationships
between empathy, stress and social support among medical students. Int J Med Educ.2015;6:103-8.
11. Sandars J, Patel R, Steele H, Mcareavey M. Developmental student support in undergraduate medical education: AMEE Guide No. 92. Med Teach. 2014;36:1015-26.
12. Konsil Kedokteran Indonesia. Standar Pendidikan Profesi Dokter Indonesia. Jakarta:
KKI; 2012.
13. Ishak W, Nikravesh R, Lederer S, Perry R, Ogunyemi D. Bernstein C. Burnout in medical
students: a systematic review. Clin Teach.2013;10:242-5.
14. Damanik ED. Depression anxiety stress scales.Psychology Foundation of Australia. 2014 [cited October 2015]. Available from: http://www2.psy.unsw.
15. Vadja C. “Peer2Peer” – A university program for knowledge transfer and consultation in dealing with psychosocial crises in med-school and medical career. GMS J Med Educ. 2016;33(4):1-11.
16. Yusoff M. Interventions on medical students’psychological health: a meta-analysis. J Taibah Univ Med Sci. 2014;9:1-13.
17. Baker JP, Berenbaum H. Emotional approachvand problem focused coping: a comparison of potentially adaptive strategies. Cognition and Emotion 2007;21(1):95-118.
18. Nevid JS, Rathus SA, Greene BS. Abnormal psychology in a changing world. 9th ed. New
York: Pearson; 2014.
19. Townsend MC. Psychiatric mental health nursing: concepts of care in evidence based
practice. 6th ed. Philadelphia: F.A. Davis Company; 2009.
20. Sood A, Prasad K, Schroeder D, Varkey P. Stress management and resilience training
among Department of Medicine faculty: a pilot randomized clinical trial. J Gen Intern Med. 2011;26:858-61.
21. Chand SP, Chibnall JT, Slavin SJ. Cognitive behavioural therapy for maladaptive perctionism in medical students: a preliminary investigation.Acad Psychiatry 2018;42:58-61.
22. Dyrbye LN, Thomas MR, Shanafelt TD.Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med. 2006;81:354-73.
23. Cognitive Restructuring. [Cited: 15 September 2019]. Available from: downloads/ Cognitive%20Restructuring.
24. Guraya SY, Guraya SS, Habib F, AlQuiliti KW,Khoshhal KI. Medical students’ perception of
test anxiety triggered by different assessment modalities. Med Teach. 2018;40:49-55.
25. Conrad A, Roth TW. Muscle relaxation therapy for anxiety disorders: it works but how? J Anxiety Disord. 2007;21:243-64.
26. Wild K, Scholz M, Ropohl A, Bra¨uer L,Paulsen F, et al. Strategies against burnout and
anxiety in medical education: implementation and evaluation of a new course on relaxation techniques (relacs) for medical students. PloS ONE 2014;9(12):e114967.
27. Carney DR, Cuddy AJ, Yap AJ. Power posing:brief nonverbal displays affect neuroendocrine levels and risk tolerance. Psychol Sci.2010;21:1363-8.
28. Sohail N. Stress and academic performance among medical students. J Coll Physicians Surg Pak. 2013;23(1):67-71.
29. Mihailescu AI, Diaconescu LV, Ciobanu AM,Donisan T. Mihailescu C. The impact of anxiety
and depression on academic performance in undergraduate medical students. The 24th European Congress of Psychiatry/European Psychiatry; 2016.
30. Lindau M, Almkvist O, Mohammed AH.Chapter 18: Effects of stress on learning and memory. In: Fink G, editor. Stress: concepts,cognition, emotion, and behavior: handbook of stress series volume 1. Academic Press; 2016.p153-60.


Article Metrics

Abstract views : 2830 | views : 2712


  • There are currently no refbacks.

Copyright (c) 2020 Nurfitri Bustamam, Ria Maria Theresa, Sri Wahyuningsih

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

JPKI Stats