Objective:
This study was conducted to assess the differences in mental wellbeing and academic satisfaction among first-generation and continuing-generation medical students.
Methods:
This cross-sectional study was conducted in Riyadh, Saudi Arabia, including 263 clinical-phase 5th- and 6th-year medical students. The study used two validated questionnaires: the College Student Subjective Wellbeing Questionnaire (CSSWQ) and the Positive and Negative Affect Schedule (PANAS).
Results:
The study had a response rate of 69.8%. Around one third students (34.6%) had parents or siblings who had graduated from medical school. The mean PANAS positive and negative affect scores were 31.4 ± 8 and 23.7 ± 8.2, respectively. Academic efficacy, school connectedness, college gratitude, and the composite measure of college student wellbeing had mean scores of 4.8 ± 1.4, 4.6 ± 1.4, 5.1 ± 1.2, 6.2 ± 0.9, and 5.2 ± 1, respectively. Gender was a significant predictor of the PANAS negative affect score (P = 0.001), academic efficacy (P = 0.04), and school connectedness (P = 0.026). The father’s education level significantly influenced academic satisfaction (P = 0.01), school connectedness (P = 0.009), and college student wellbeing composites (P = 0.03). Additionally, having a sister who had graduated from medical school was a significant factor affecting the PANAS score (P = 0.05).
Conclusion:
Medical students’ PANAS and CSSWQ scores might be impacted by their parents’ education level in both first and continuing-generation medical students. In continuing-generation medical students, the graduation status of their siblings had a significant impact on their PANAS score.
Key words: Subjective wellbeing, positive and negative schedule, medical students, first-generation students, mental health
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