1Departament of Public Health of the Faculty of Medicine of the National Autonomous University of Mexico (UNAM). Av. Universidad 3000, Circuito Escolar s/n, Facultad de Medicina, Edificio “B”, Sexto Piso, Ciudad Universitaria, C.P. 04510, Mexico City
2Department of Psychiatry and Mental Health of the Faculty of Medicine of the UNAM. Av. Universidad 3000, Circuito Escolar s/n, Facultad de Medicina, Edificio “F”, Ciudad Universitaria, C.P. 04510, Mexico City
3Department of Psychiatry and Mental Health of the Faculty of Medicine of the UNAM
4Departament of Educational Evaluation of the Faculty of Medicine of the UNAM. Av. Universidad 3000, Circuito Escolar s/n, Facultad de Medicina, Edificio “B”, Tercer Piso, Ciudad Universitaria, C.P. 04510, Mexico City
5Departament of Public Health of the Faculty of Medicine of the UNAM
American Journal of Educational Research.
2020,
Vol. 8 No. 8, 543-551
DOI: 10.12691/education-8-8-5
Copyright © 2020 Science and Education PublishingCite this paper: María Teresa Cortés Gutiérrez, Mariana Fouilloux Morales, Beatriz Zamora López, Rocío García Durán, Christopher García Pineda, Ileana Petra Micu. Personal Development and Growth of Medical Students in Mexico: A Longitudinal Study.
American Journal of Educational Research. 2020; 8(8):543-551. doi: 10.12691/education-8-8-5.
Correspondence to: Ileana Petra Micu, Department of Psychiatry and Mental Health of the Faculty of Medicine of the UNAM. Email:
ileanapetra@yahoo.comAbstract
In response to the health care demands of an ever-changing society, medical schools have included personal development and growth in their curriculum as an essential competency in the training process of their students. The objective of this research was to investigate the development and personal growth using eleven scales of 103 medical students, during their school years starting in their second year till their internship. Descriptive, comparative and correlation analyses were performed. During the study, high scores were observed, although not necessarily the highest of each of the next scales: positive outlook of life, self-esteem, emotional self-knowledge, commitment, creativity, self-confidence, assertiveness and leadership, teamwork and social skills; as well as regular scores in resilience, empathy, self-criticism and heterocriticism. In addition, there were differences between the positive life perspective scores obtained by the students in fifth (
=17.39, SD ±2.75) and seventh semester (
=17.06, SD ±2.49), with an adjusted p of .044; as well as between the empathy scores obtained by males in the second year (.8.97, SD 1.94) and internship (
=9.95, SD ±1.45), with adjusted p of .048. Women scored lower than men, with p<.05, in resilience (in fifth semester), self-confidence (fifth semester and internship), self-criticism and heterocriticism (internship), assertiveness and leadership (internship). Among most scales, statistically significant associations were found, from moderate to high; except in the case of emotional self-knowledge, where some correlations were low. To promote the development and personal growth of students, it is necessary to implement strategies that can be worked simultaneously during the learning process of the different subjects of the curriculum as part of the integral training of the students, which is expected to impact not only their academic performance but also their future professional and personal life.
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