@article{education20164134,
author={{Dafaalla, Mohamed and Farah, Abdulraheem and Bashir, Shaima and Khalil, Ammar and Abdulhamid, Rabab and Mokhtar, Mousab and Mahadi, Mohamed and Omer, Zulfa and Suliman, Asgad and Elkhalifa, Mohammed and Abdelgadir, Hanin and Kheir, Abdelmoneim E.M. and Abdalrahman, Ihab},
title={Depression, Anxiety, and Stress in Sudanese Medical Students: A Cross Sectional Study on Role of Quality of Life and Social Support},
journal={American Journal of Educational Research},
volume={4},
number={13},
pages={937--942},
year={2016},
url={http://pubs.sciepub.com/education/4/13/4},
issn={2327-6150},
abstract={We aimed to find out the prevalence of depression, anxiety and stress among medical students in a developing country, and to find the possible role of social support and quality of life in developing depression, anxiety, and stress.We did a cross sectional study in medical students of faculty of medicine in Khartoum, Sudan. We did a clustered random sampling in students from the second to sixth year and collected 500 questionnaires of which 487 were suitable for analysis. The data collection tool composed of three questionnaires; MOS social support survey, Depression, anxiety, and stress scale (DASS21), and WHO quality of life brief (WHOQOLB) questionnaire. More than 50% of respondents had different grades of depression, anxiety, and stress where 21%, 22%, and 16% had moderate degree of depression, anxiety, and stress respectively. Quality of environment and physical health were the major determinant of depression, anxiety, and stress (R=0.252-0.465, P values <0.001). From the four domains of social support assessed by MOS survey, there was significant association only between positive social interaction domain and depression (R=0.354, P<0.001). There was no significant association between social support and stress and anxiety. There was no significant differences in depression scores among different academic years (P=0.246). However, stress and anxiety showed significant differences in different academic years, notably between the middle years, and second and final years (P=0.043 and 0.00 respectively). The quality of environment and physical health seems to play a key role in student mental health.},
doi={10.12691/education-4-13-4}
publisher={Science and Education Publishing}
}