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Table 1 Longitudinal results of medical students’ mental health and perceived learning environment

From: A longitudinal investigation of mental health, perceived learning environment and burdens in a cohort of first-year German medical students’ before and during the COVID-19 ‘new normal’

      

Overall

 

Post-hoc

           
  

Oct. 2019

Dec. 2019

June 2020

Dec. 2020

  

Oct 19– Dec 19

 

Oct 19–June 20

 

Oct 19–

Dec 20

 

Dec 19–June 20

 

Dec 19– Dec 20

 

June 20–

Dec 20

 
 

Max

Scoring

median

(IQR e)

median

(IQR e)

median

(IQR e)

median

(IQR e)

p

r f

p

r f

p

r f

p

r f

p

r f

p

r f

p

r f

Depression a

27

5.0

(3.0–7.0)

7.0

(4.0–11.0)

7.0

(5.0–10.0)

7.0

(4.0–10.0)

<.001

.61

.001

.47

<.001

.50

.005

.42

>.99

>.99

>.99

Well-being b

25

12.0

(8.0–17.0)

9.0

(5.0–14.0)

11.0

(4.0–15.0)

12.0

(4.0–16.0)

.05

.35

            

Burnout –

Emotional exhaustion c

6

1.33

(0.67–2.00)

3.0

(2.0–4.0)

3.0

(2.33–4.0)

2.67

(1.67–3.67)

<.001

>.99

<.001

.89

<.001

.96

<.001

.69

>.99

.63

.18

Burnout –

Personal accomplishment c

6

0.67

(0.0–1.33)

1.67

(1.0–3.0)

2.0

(1.0–3.0)

1.33

(0.67–2.33)

<.001

.84

<.001

.70

<.001

.67

.004

.42

.72

.18

.37

Burnout –

Depersonalisation c

6

0.0

(0.0–0.0)

0.33

(0.0–1.0)

0.67

(0.0–1.67)

0.33

(0.0–1.0)

<.001

.73

.01

.40

<.001

.57

.004

.43

>.99

>.99

>.99

   

mean

(SD)

mean

(SD)

mean

(SD)

p

η2 g

      

p

 

p

 

p

 

Learning environment d

200

 

128.2

(21.4)

126.2

(22.5)

134.5

(18.2)

<.001

.14

-- h

.90

.01

 

<.001

 
  1. a Sum-score instrument: 0–4 no depression; 5–9 mild depression; 10–14 moderate depression; 15–19 moderately severe depression; 20–27 severe depression
  2. b Sum-score instrument: 0–5 severely below average; 6–9 below average; 10–13 average; 14–16 above average; 17–25 outstanding
  3. c Mean-score instrument: 0 = never … 6 = daily;
  4. d Sum-score instrument: 0–50 very bad learning environment; 51–100 many problems; 101–150 more positive than negative aspects; 151–200 excellent learning environment
  5. e Interquartile range 25–75%
  6. f Pearson’s r (effect size Friedman test): r = .1 small effect; r = .3 medium effect; r = .5 large effect
  7. g Cohen’s η (effect size repeated measures ANOVA): η2 = .01 small effect; η2 = .06 medium effect; η2 = .14 large effect
  8. h No post-hoc testing for October 2019. As students had just started their medical study programme, learning environment was not assessed