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Die vorliegende Arbeit beschäftigt sich mit der Verknüpfung von Moderatoren des Akkulturationsprozesses und psychischer Gesundheit auf Grundlage des Modells von Berry. Im Vordergrund steht die grundsätzliche Frage, wie sich die Moderatoren auf die psychische Verfassung des Migranten auswirken am Beispiel von Spätaussiedlern in Mecklenburg-Vorpommern.
Durchgeführt wurde eine Querschnittsstudie per zweisprachigem Fragebogen. Es kamen die Module Brief Symptom Inventory-53, Gießener Beschwerdebogen-24, Trierer Inventar zum chronischen Stress-12 und die Leipziger Kurzskala des Sense of Coherence Scale (SOC-9) zum Einsatz.
Die befragten Spätaussiedler weisen im Durchschnitt in vielen Skalen überwertige
Belastungen auf. Höhere Werte an Integration korrelieren positiv mit höheren Skalenwerten der psychischen Gesundheit. Die Betrachtung der Akkulturationsstrategien unter den Spätaussiedlern zeigte die Strategie der
Integration als die am häufigsten gewählte, am stärksten war jedoch die Marginalisierung mit psychischer Gesundheit assoziiert.
Insbesondere die gefundenen Zusammenhänge zwischen beruflicher Integration
und Parametern der psychischen Gesundheit sind bemerkenswert. Denkbar wäre, dass das Gewähren einer Präferenz für eine der beiden Kulturen zu einer psychischen Dysbalance führt. Insbesondere im Bereich der Akkulturationsstrategien von Spätaussiedlern sieht der Autor weiteren Forschungsbedarf.
The Coronavirus disease 2019 (COVID-19) pandemic is affecting many areas of life and has led to major changes in undergraduate medical education. Even before the COVID-19 pandemic, high mental burden of medical students has frequently been reported in the literature. Additional pandemic-specific stressors could exacerbate this situation. This study aimed to assess mental health outcomes among medical students during the first semester after the COVID-19 outbreak and perception of the students on how the learning environment has changed. In May 2020, we conducted a cross-sectional survey among undergraduate medical students at a large medical school in Germany. The survey included validated mental health instruments (Distress Thermometer, Patient Health Questionnaire 4) and self-developed items to examine the perception of the study situation during the COVID-19 pandemic. Open-ended questions were analyzed by conventional content analyses. The response rate was 59.2% (914/1,545). Overall, 61.9% of the students reported distress levels above the cutoff. Year 1 students reported significantly higher levels of distress, anxiety and depression than students during their second to fourth year of studies. 48.3% of the students indicated a decrease in their study motivation since the beginning of the COVID-19 pandemic with significant differences between study years. The binary logistic regression model showed that male gender, being in study year 2, higher distress scores and higher symptoms of depression were significantly associated with a higher likelihood for experiencing serious worries. In the open-ended questions on current concerns related to the impact of the COVID-19 pandemic on their studies, students most frequently reported concerns about missing relevant practical learning experience, difficulties with self-regulated learning and self motivation as well as study-related worries. Year 4 students reported significantly more worries about the lack of practical training than students from study years 1 to 3. Analysis of gender differences showed that female students reported more frequently diverse worries. In contrast, female students shared more frequently helpful strategies in all the categories compared to male students. Our findings suggest that medical students experience significant levels of distress and mental burden during the COVID-19 pandemic and highlight the need for ongoing psychological and educational support for medical students during the COVID-19 pandemic and after.