Articles Vol. 66 No. CĐ14-HNKH BV Giao thông Vận tải 12/01/2026

49. THE IMPACT OF NEGATIVE EMOTIONS DURING CLINICAL PRACTICE AT HOSPITAL AND THEIR RESPONSES OF 4TH YEAR MEDICAL STUDENTS AT HANOI MEDICAL UNIVERSITY, YEAR 2024

Thuy Nguyen Thi Thu1,2, Nam Nguyen Chi3,4, Quyen Nguyen Mai1,2, Loan Nghiem Thi Thuy1,2, Quan Bui Anh5,6, Thuong Nguyen Thi7,8, Khai Nguyen Quoc2, Hien Tran Thi Minh1,2
1 Hanoi Medical University
2 Trường Đại học Y Hà Nội
3 Tobacco Harm Prevention Fund - Ministry of Health
4 Quỹ Phòng, chống tác hại của thuốc lá - Bộ Y tế
5 National Coordination Center for Human Organ Transplantation, Ministry of Health
6 Trung tâm Điều phối Quốc gia về ghép bộ phận cơ thể người, Bộ Y tế
7 Journal of Community Medicine
8 Tạp chí Y học Cộng đồng
Corresponding author: nguyenthithuthuy@hmu.edu.vn
DOI: 10.52163/yhc.v66iCD14.3155
73 Views
46 Downloads
Abstract

Objective: To describe the impact of negative emotions experiences encountered by 4th year medical students of Hanoi Medical University during clinical practice at the hospital and ways to cope.

Methods: A cross-sectional descriptive study, combining quantitative and qualitative research

Results: Negative emotional experiences significantly impact students' physical and mental health, as well as their academic and social lives. In response, students primarily employ positive coping strategies like seeking support, though some adopt maladaptive methods such as avoidance and self-blame.

Conclusion: Emotional experiences in clinical practice significantly affect medical students' health, social lives, and learning; therefore, understanding these impacts and equipping them with coping skills is crucial for their professional training.

Keywords
Emotion; Medical students; Clinical practice; Coping strategies.
References
[1]
Aker S, Şahin MK. The relationship between school burnout, sense of school belonging and academic achievement in preclinical medical students. Adv Health Sci Educ. 2022 Oct;27(4):949–63. Google Scholar
[2]
Ching SSY, Cheung K, Hegney D, Rees CS. Stressors and coping of nursing students in clinical placement: A qualitative study contextualizing their resilience and burnout. Nurse Educ Pract. 2020 Jan;42:102690. Google Scholar
[3]
Doulougeri K, Panagopoulou E, Montgomery A. (How) do medical students regulate their emotions? BMC Med Educ. 2016 Dec;16(1):312. Google Scholar
[4]
Dyrbye LN, Thomas MR, Harper W, Massie FS, Power DV, Eacker A, et al. The learning environment and medical student burnout: a multicentre study. Med Educ. 2009 Mar;43(3):274–82. Google Scholar
[5]
Geller G, Faden RR, Levine DM. Tolerance for ambiguity among medical students: Implications for their selection, training and practice. Soc Sci Med. 1990;31(5):619–24. Google Scholar
[6]
Liljedahl M, Boman LE, Fält CP, Bolander Laksov K. What students really learn: contrasting medical and nursing students’ experiences of the clinical learning environment. Adv Health Sci Educ. 2015 Aug;20(3):765–79. Google Scholar
[7]
7.Wong JGWS, Patil NG, Beh SL, Cheung EPT, Wong V, Chan LC, et al. Cultivating psychological well-being in Hong Kong’s future doctors. Med Teach. 2005 Dec;27(8):715–9. Google Scholar
[8]
Shapiro J. Perspective: Does Medical Education Promote Professional Alexithymia? A Call for Attending to the Emotions of Patients and Self in Medical Training: Acad Med. 2011 Mar;86(3):326–32. Google Scholar
[9]
Zailinawati AH, Teng CL, Chung YC, Teow TL, Lee PN, Jagmohni KS. Daytime sleepiness and sleep quality among Malaysian medical students. Med J Malaysia. 2009 June;64(2):108–10. Google Scholar
[10]
Dyrbye LN, Thomas MR, Harper W, et al. The learning environment and medical student burnout: a multicentre study. Med Educ. 2009;43(3):274-282. doi:10.1111/j.1365-2923.2008.03282.x Google Scholar
[11]
Aker S, Şahin MK. The relationship between school burnout, sense of school belonging and academic achievement in preclinical medical students. Adv Health Sci Educ Theory Pract. 2022;27(4):949-963. doi:10.1007/s10459-022-10121-x Google Scholar
[12]
Linh LHH, Cẩm BH, Hoàng TT, Linh TH. Trầm cảm của sinh viên y khoa: Góc nhìn của sinh viên y khoa qua một nghiên cứu định tính. Tạp Chí Nghiên Cứu Học. 2021 Nov 1;143(7):209–15. Google Scholar
[13]
Wong JGWS, Patil NG, Beh SL, et al. Cultivating psychological well-being in Hong Kong’s future doctors. Med Teach. 2005;27(8):715-719. doi:10.1080/01421590500237945 Google Scholar
[14]
Lucia Zammuner V, Lotto L, Galli C. Regulation of emotions in the helping professions: nature, antecedents and consequences. Aust E-J Adv Ment Health. 2003 Jan;2(1):43–55. Google Scholar
[15]
Doulougeri K, Panagopoulou E, Montgomery A. (How) do medical students regulate their emotions? BMC Med Educ. 2016;16:312. doi:10.1186/s12909-016-0832-9 Google Scholar
[16]
Neufeld A, Malin G. How medical students cope with stress: a cross-sectional look at strategies and their sociodemographic antecedents. BMC Med Educ. 2021 Dec;21(1):299. Google Scholar