26gma234 10.3205/26gma234 urn:nbn:de:0183-26gma2348 Meeting Abstract Junginger Junginger Sarah S

Universität Augsburg, Medizinische Fakultät, Lehrstuhl für Medizindidaktik und Ausbildungsforschung, DEMEDA, Augsburg, Germany

author Schindler Schindler Ann-Kathrin AK

Universität Augsburg, Medizinische Fakultät, Lehrstuhl für Medizindidaktik und Ausbildungsforschung, DEMEDA, Augsburg, Germany

author Rotthoff Rotthoff Thomas T

Universität Augsburg, Medizinische Fakultät, Lehrstuhl für Medizindidaktik und Ausbildungsforschung, DEMEDA, Augsburg, Germany

author Nett Nett Ulrike U

Universität Augsburg, Philosophisch-Sozialwissenschaftliche Fakultät, Lehrstuhl für Empirische Bildungsforschung, Augsburg, Germany

author Karossa Karossa Nadja N

Universität Augsburg, Philosophisch-Sozialwissenschaftliche Fakultät, Lehrstuhl für Empirische Bildungsforschung, Augsburg, Germany

author Bross Bross Tanja T

Universität Augsburg, Philosophisch-Sozialwissenschaftliche Fakultät, Lehrstuhl für Empirische Bildungsforschung, Augsburg, Germany

author Dresel Dresel Markus M

Universität Augsburg, Philosophisch-Sozialwissenschaftliche Fakultät, Lehrstuhl für Psychologie, Augsburg, Germany

author Kollar Kollar Ingo I

Universität Augsburg, Philosophisch-Sozialwissenschaftliche Fakultät, Lehrstuhl für Psychologie m. b. B. d. Pädagogischen Psychologie, Augsburg, Germany

author Kuchenbauer Kuchenbauer Marco M

Universität Augsburg, Medizinische Fakultät, Lehrstuhl für Medizindidaktik und Ausbildungsforschung, DEMEDA, Augsburg, Germany

author German Medical Science GMS Publishing House

Düsseldorf

610 20260904 engl This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). M0655 234 Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) SYM-86 Mental Health in Medical Students: Challenges, Transitions, and Support Dresden 20260917 20260919 SYM-8605 TextObjective: Exam preparation in the first semester of medical school is often accompanied by increased stress and emotional exhaustion . Although these experiences can vary across individuals, days and situations , , there is little empirical knowledge about their temporal variations during exam preparation. This study therefore examines within- and between-student fluctuations of stress, emotional exhaustion and well-being during first-semester exam preparation. To better understand this period and inform potential support measures, we assessed students’ workload, and one key question was: How do perceived daily demands (amount of study and examination material and pressure to perform) and daily resources (self-confidence and perceived social support) influence momentary emotional exhaustion during the first exam preparation period of medical students?Methods: N=95 medical students from a medical school in Germany conducted a 11-day experience sampling study during their first exam preparation, including three daily prompts and one evening questionnaire each day. Three-level random slope regression models (situation, day, student) were used to examine within- and between-day changes in stress (Freiburg Personality Inventory), emotional exhaustion (Maslach Burnout Inventory), well-being (Questionnaire on General Habitual Well-Being) and workload as well as the influence of study demands and resources on emotional exhaustion.Results: At the situational level, stress and emotional exhaustion increased within days, whereas across the 11 days, stress remained stable and emotional exhaustion slightly increased. Well-being declined both within days and across the study period and perceived workload increased as the exam approached. Substantial between-student differences were observed. Perceiving the amount of examination material and performance pressure as more demanding was associated with larger emotional exhaustion, whereas self-confidence was linked to lower emotional exhaustion. Social support showed no significant relationship with emotional exhaustion.Discussion: The results suggest that temporal fluctuations in mental health during exam preparation are meaningfully linked to study-related demands and resources, with workload and performance pressure amplifying emotional exhaustion and self-confidence acting as a protective factor. Interventions should therefore address not only overall emotional exhaustion but also daily fluctuations and interindividual differences. One example is a transforming stress program, where students can identify their own stressors and develop individual coping strategies.Take-home messages: Emotional exhaustion is linked to study demands and resources.Interventions addressing mental health should consider timely fluctuations as well as (inter-) individual differences of medical students. Santiago IS de Castro e Castro S de Brito AP Sanches D Quintanilha LF de Miranda Avena K Andrale BB Stress and exhaustion among medical students: a prospective longitudinal study on the impact of the assessment period on medical education 2024 BMC Med Educ 630 Santiago IS, de Castro e Castro S, de Brito AP, Sanches D, Quintanilha LF, de Miranda Avena K, Andrale BB. Stress and exhaustion among medical students: a prospective longitudinal study on the impact of the assessment period on medical education. BMC Med Educ. 2024;24(1):630. DOI: 10.1186/s12909-024-05617-6 https://doi.org/10.1186/s12909-024-05617-6 Frick S van der Meij L Smolders K Demerouti E de Kort Y The effect of time and day of the week on burnout-related experiences: an experience sampling study 2023 Eur J Work Organ Psychol 276-293 Frick S, van der Meij L, Smolders K, Demerouti E, de Kort Y. The effect of time and day of the week on burnout-related experiences: an experience sampling study. Eur J Work Organ Psychol. 2023;33(3):276-293. DOI: 10.1080/1359432X.2023.2266874 https://doi.org/10.1080/1359432X.2023.2266874 Sonnentag S Dynamics of Well-Being 2015 Annu Rev Organ Psychol Organ Behav 261-293 Sonnentag S. Dynamics of Well-Being. Annu Rev Organ Psychol Organ Behav. 2015;2(1):261-293. DOI: 10.1146/annurev-orgpsych-032414-111347 https://doi.org/10.1146/annurev-orgpsych-032414-111347 0 0 0 0