فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND: A growing body of literature now identifies higher levels of anxiety, depression, andstress among medical students as a distinct mental health domain. The competency‑based medicaleducation (CBME) curriculum was introduced to revamp the existing curriculum with an aim to garnerconstructive impact on the mental health of undergraduate medical students. As such, we soughtto draw comparisons between the mental health of medical students, studying the old (2018 batch)and the new (2019 batch) medical education systems in India.MATERIALS AND METHODS: We designed a survey that contained structured questionspertained to anxiety (HAM‑A, GAD‑7), depression (HAM‑D, BDI), and stress (PSS) amongst medicalundergraduate students of 2018 and 2019 batches at the Government Doon Medical College (GDMC),Dehradun, India.RESULTS: Contrasting the 2018 and 2019 batches, the introduction of CBME resulted in a significanttwo‑fold decrease in moderate anxiety, as exhibited by both HAM‑A (6.0 vs 3.0, P = 0.016) andGAD‑7 (3.5 vs 1.0, P = 0.037) scales, although no significant change in mild and severe anxiety, andoverall depression (BDI: P = 0.05, HAM‑D: P = 0.05) or stress (PSS: P = 0.86) was found.CONCLUSION: The CBME system has made a significant impact on the mental health ofundergraduate medical students for anxiety, albeit its effect on depression and stress remainsequivocal. Future studies are warranted to compare the effect of CBME in other undergraduate andpostgraduate courses across the country to help predict the psychological impact of the newfangledCBME education system.