Khó khăn tâm lý trong hoạt động học tập của sinh viên năm nhất ngành Y học dự phòng hệ chính quy Trường Đại học Y Dược Cần Thơ năm 2024

The transition to university life presents significant hurdles for first-year students, particularly within academically rigorous fields such as Preventive Medicine. These students often face heightened academic pressure and a notable risk of disengagement or dropout. Understanding the prevalence and nature of psychological challenges in this critical period is paramount for fostering successful academic engagement. This study aims to provide insight into these difficulties among first-year students in Preventive Medicine programs, highlighting areas where targeted support is most needed.

University administrators, academic faculty, student counseling services, and educational researchers within medical and health sciences programs.

The shift to a university learning environment significantly impacts the learning psychology of students, especially first-year Preventive Medicine students, who confront substantial academic pressure and a higher dropout risk. This study employed an analytical cross-sectional design to identify the prevalence and dimensions of psychological challenges among first-year students in the regular Preventive Medicine program at Can Tho University of Medicine and Pharmacy in 2024. A total of 128 students were assessed using a 66-item scale, categorizing challenges across cognition, attitude, and skills. The findings reveal that a substantial majority (82.1%) of Preventive Medicine students experienced psychological challenges in their learning activities. Moderate levels of difficulty were observed across all three dimensions: cognition (68.8%), attitude (76.6%), and skills (75.8%). Specifically, the most prevalent psychological challenges were related to planning and registering for courses (81.2%), managing academic pressure (82.8%), and developing presentation skills (85.2%). These results underscore the urgent need for universities to enhance psychological counseling and academic support services. Recommendations include strengthening support activities focused on improving crucial learning skills such as reading, presentation, and self-learning to foster better academic engagement and ensure student well-being.