Research (G12)

Republic of the Philippines
Department of Education
REGION III
School Division of Nueva Ecija
TALAVERA SENIOR HIGH SCHOOL
CHAPTER I
Introduction and Background of the Study
Introduction
Preparing on the calamity or disaster is the first thing that they need to do or the student’s
need to do. Disaster preparedness refers to measure taken to prepare for and reduce the
effects of disaster. That is to predict and, where possible prevent disaster, mitigate their
impact on vulnerable population, and respond to and effectively cope with their
consequences. The present quantitative study aimed to investigated the assessment on the
preparedness of the Talavera Senior High School students in the Disaster Risk Reduction
and Management.
Disasters have devastating consequences. They cause death, injury, disease, the destruction
of property and other assets, mass displacement, social and economic disruption, loss of
infrastructure and other services, and damage to the environment. Poor people living in
low and middle income countries have paid a disproportionate price in terms of human
suffering. Their exposure to hazards is exacerbated by poverty, lack of early warning
systems, poor risk governance and an absence of the civil protection mechanisms that are
taken for granted in high-income countries. However, while we can’t prevent a hazard
from occurring, we can use disaster risk reduction and management to understand risk and
vulnerability, prevent a hazard from becoming a disaster, and mitigate its impact by
making people more resilient.
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The researcher would like to conduct the assessment on the preparedness of the
Talavera Senior students in the Disaster Risk Reduction and Management.
This study will discuss the significance of being prepared in every calamity that possible
fall in their school.
This study will help all of the student in how to prepared in this kind of situation and
it will explain why they students need to prepare and how important it is.
The overall purpose of their study is to show to all of the student how is it important
to be prepared and why is it important to being prepared and as a researcher we are willing
to do make them realize why being prepared is important.
Paradigm of the study
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INPUT PROCESS OUTPUT
• AGE • Questionaire
• GENDER • Interview
• SECTION • The effects of
stress level of
physical active
and in active
students of
Talavera Senior
High School
Figure 1
The figure 1 shows the input, process, output model. The input consists of the
profile of the respondents in terms of name, gender, section, and grade level. The process
covers the development of the research. This include the formulating of the questionnaires.
Theoretical framework
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Base on the study of Hans Selye, Md, Ph D (1907-1982) the “Father of Stress”.
Selye is the first endocrinologists who explain “stress” is based on Hans Selye “stress” is
from physics to describe an organism’s physiological response to perceive stressful events
in the environment. According to Hans Selye, every stress leaves an indelible scar, and
organism pays for its survival after stressful situation by becoming a little older.
This theory will help every students how to manage their stress in just 10 simple
tips and these tips will help every students how to reduce their stress level. The first thing
is avoiding caffeine, alcohol and nicotine and the other tips are indulge in physical
activities including get more sleep, try relaxing techniques, talk to someone, keep a stress
diary, take control and last one is rest. These tips will help every students to manage and
to control their stress.
Statement of the problem
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This study aim to know the assessment on the preparedness of the Talavera
Senior High School students in the Disaster Risk Reduction and ManagementHow may
the respondenst profile be decribe in terms of;
1.1 Age
1.2 Sex
1.3 Section
2. How may the respondents be asses their stress levelbase on their attributes
of being:
2.1 physically active
2.2 physically in-active
3. What are the common factors that affects the stress level of the
respondents?
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3.1 financial problem
3.2 poor parental guidance
3.3 peer pressure
3.4 academic requirements
Significanceof the study
The study on assessment on the preparedness of the Talavera Senior High
School students in the Disaster Risk Reduction and Management
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Following:
To the Students. The results may serve as an eye opener for the students who are not
serious in preparedness in the DRRM.
To the Faculty. The results may serve as an eye opener for the teachers to help their
students to participate in this kind of preparing in every calamity that are possible to fall
in their school.
To the Researcher. This research will help them to show to all of the student how is it
important to be prepared and why is it important to being prepared.
To the Future researcher. This study will serve as their reference and could also make their
study more improve and they are conducting a study connected to this research.
Scope and delimitation
This research focuses on the assessment on the preparedness of the Talavera
Senior high school students in the Disaster Risk Reduction and Management.
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This study will be conducted at Pag-asa District, Talavera, Nueva Ecija where
Talavera National High School-Senior High School is located and cater 117 male and 123
female students.
This study consider every aspects of students personal information such as their
age, and their gender in the school.
Definition of term
This following terms are defined operationally for the better understanding of
the study.
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Frustated- feeling annoyed or less confident because you cannot achieve what you want.
Stress- is a feeling of emotional or physical tension. It can come from any event or thought
that make you feel frustrated, angry or nervous.
Mental tension- a state of mental tesion and worry cause by problems in your life, work
etc… campaign something that causes strong feeling of worry or anxiety, physical force
or pressure.
Physical tension- physical stress (or tension) can be felt, but for someone, is incredibly
difficult to locate and correct.
Positive stress- consisting in or characterized by the presence or prossesion of features or
qualities rather than their absense
Negative stress- focus on what is bad or lacking. A negative ad tells you bad things about
mental tension the competition.
Caffeine- it is the world most widely consumed psycho active drug.
Alcohol- an alcohol drink is that contains alcohol, a type of alcohol produced by
furmentation of sugar.
Nicotine- is a potent parasymthimimetic stimulant and an alkoloid found in the night shade
family or plants.
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CHAPTER II
REVIEW OF RELATED LITERATURE
According to Robert J. Murphy (2010) study was conducted involving a group
of 290 medical and dental students to directly compare perceived stress levels encountered
during their education. A modified questionnaire based on Garbee et al.’s Dental
Environmental Stress survey was provided to the students by either email or paper. The
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purpose of the investigation was to determine if the sources of stress reported by medical
and dental students, both male and female, were due to common factors. A multivariate
statistical analysis was also conducted to measure stress differences by year in school.
Through factor analysis, the survey question responses were grouped into five causal
categories: academic performance, faculty relations, patient and clinic responsibilities,
personal life issues, and professional identity. The overall findings show that dental
students had greater levels of stress than medical students in three of the five categories.
The only category in which medical students demonstrated greater stress levels than dental
students was in professional identity. Measures of comparative levels of stress between
male and female students for either profession did not demonstrate any significant
differences. Stress levels arerelated to clinical work varied significantly between the type
of professional student and his or her year in school.
Research studies measuring stress experienced in professional training by
medical and dental students have been frequently reported in the academic health
professions literature over the past twenty-five years. A couple of comparative stress
studies published in peer-reviewed journals have reported composite findings of medical
and dental students, along with students in other health care professions such as pharmacy
and nursing.1,2 The majority of studies on this topic have focused on either medical or
dental student stress related to professional and academic life. Among these studies,
various combinations of quantitative and qualitative methodologies were used that may
not have measured the effects of these stressors in a consistent way. A review of the
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available literature reveals that there have been no published reports directly comparing
medical and dental student stress as a focused inquiry using a common survey instrument
or theoretical framework. This study highlights differences in the potential stressors
affecting each of these groups. This is important because applicants to health care
professions schools are sometimes undecided as to their specific direction. Also, it is not
unusual for these groups to be taught concurrently in biomedical science courses, and
educators should be aware of these differences in order to best respond to the psychosocial
needs of their students. Perhaps the most challenging aspect of conducting this type of
analysis is the absence of a common set of metrics to consistently measure stressors for
each group. Stress studies involving dental students over the past twenty-five years have
often used modified versions of the Dental Environmental Stress questionnaire (DES)
developed by Garbee et al. in 1980. This survey instrument contains thirty-eight questions
to determine potential sources of stress for dental students. The questions are classified
into six stress causal categories: academic performance, faculty relations, patient and clinic
responsibilities, personal life issues, professional identity, and financial obligations. Since
the introduction of this instrument, the DES has been translated into several languages and
adapted to various cultural practices for North American and international studies of dental
undergraduates. Stress studies in medical education conducted between 1980 and 2005
used a wide variety of survey instruments. Very few medical school studies used the same
survey instruments more than once. Conversely, a significant number of dental studies
have used the DES successfully. The DES has developed a reputation as a reliable and
valid measurement tool as a result of its flexible design and consistent findings reported in
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independent investigations. The primary purpose of our study was to compare perceived
stress levels between medical and dental students, determine if the sources of stress
reported by the two groups of students were due to common factors, and explore strategies
for relieving the highest professional student stressors. Secondary research questions
include whether certain stressors affect one type of student more than another (e.g., male
or female, first-year or fourth-year). Interest in pursuing this study arose from a group of
educators in academic medicine and dentistry wanting to develop collaborative programs
with shared resources to address health professions education stress in a broader, more
efficient way. To collect data, the investigators decided to use a modified version of the
DES to directly compare and contrast the types of stress encountered by male and female
medical and dental students in each class of the four-year curriculum.
For most of the past hundred years, the pedagogical focus of health professions
training has encouraged the development of clinical behaviors expressing impersonal
objectivity in managing patients. In recent decades, however, course workload
requirements and the teaching of clinical decorum have slowly taken a more humanistic
approach. Despite these curricular changes, the evidence of stress studies in the health
professions education literature suggests that the education of medical and dental students
has taken a toll on their physical and psychological health. The Garbee et al. survey
recognized six categories of potential stressors for dental students. For the purpose of our
comparison study of medical and dental students, the six categories were consolidated into
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five: academic performance, faculty relations, patient and clinic responsibilities, personal
life issues, and professional identity.
Academic performance as a potential stressor
In the dental literature, several factors have been linked to stress experienced as
a response to students’ efforts to meet academic performance requirements in dental
school. The two most frequently cited are grade competition and heavy workload.
Competition to receive good grades for freshman and sophomore students is generally
focused on the completion of preclinical laboratory projects in addition to successful
performance in demanding basic science courses. Junior and senior students, on the other
hand, generally experience stress related to difficulties in meeting procedural clinical
requirements.1,4,8-10 Long hours and heavy workload were also noted in several studies
as contributing to a stressful learning environment.3,4,6-12 Heavy workload pressures
result in a fear of failure due to concerns about falling behind in course requirements.7,9,12
Sanders and Lushington6 found that students with higher levels of stress related to their
relationships with faculty members tended to have lower grades in tests of clinical
competence and basic understanding. Studies of medical students have reported
competitive pressures to achieve good grades in didactic examinations and clinical practice
evaluations.13,14 Other studies noted heavy workload and long hours during professional
training as highly stressful experiences.
Students relationships with faculty as a potential stressor
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Dental students reported high levels of stress due to inconsistent feedback from
faculty and perceptions of receiving unjustified criticism on preclinical and clinical
exercises.4,6,9 Medical students reported that they found few faculty members who were
willing to serve as mentors.13 Medical faculty members appeared to be generally unaware
of the high levels of stress their students were facing and did not recognize signs of student
burnout.18 Hayes et al.19 suggested that medical schools promote a culture of intimidation
for students who do not comply with expected behavioral norms. Holm and Aspergen20
reported that medical students who utilized both scientific and humanistic techniques were
often criticized as not being as professionally competent as their colleagues who relied
exclusively on an impersonal, scientific approach to managing patients.
Patient and clinical responsibilities as a potential stressor
Pau and Croucher21 conducted a study of British dental students that measured
their emotional intelligence quotient. Students with low emotional intelligence scores
perceived more stress when dealing with patients in their training clinics. Incidental to the
primary focus of their research on emotional intelligence, these researchers found that third
and fourth year students had higher levels of stress than preclinical students in their first
or second year of training.
The effects of chronic stress in medical school training have been reported as
contributing to a feeling of depersonalization in medical students’ relationships with their
patients. Students complain about their inability to empathize with their patients’ anxiety
in coping with their illnesses.16,18,20 Spencer16 concluded that the often-reported decline
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in medical empathy among medical students is due to transient social relationships, hurried
and fragmented relationships with patients, and avoidance of intimacy during medical
training.
Personal life issues as a potential stressor
Researchers in both dental and medical education have reported student
frustration with the lack of social support from their schools or an inadequate amount of
time for rest and relaxation.4,14,17,22,23 Acha- rya12 reported that Indian dental students
were often stressed by the fear of facing their parents after failing academically. Mounting
financial responsibilities were also found to be a significant source of stress for both
student groups.4,14 Stewart et al.23 noted that the loss of opportunities for social and
recreational activities contributed to higher stress levels, less overall academic success,
and more symptoms of depression in second-year medical students.
Questions in the DES have measured the effects of stress in dental school
education on peer relationships, but none of the studies to this point have reported that
dental education has a deleterious effect on peer interactions. Hayes et al.19 reported that
medical school training does have a negative effect on the ability of some class members
to fit in with their colleagues.
Professional identity as a potential stressor
Both medical and dental students appear to face challenges during their
professional training in developing and maintaining a sense of confidence in their ability
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to be effective clinicians. Very often, these challenges have been found to be affected by
gender and are also linked to an imperative for students to exhibit perfection in all aspects
of their behavior and clinical skills.2,24-26
In three dental school studies, female dental students had significantly higher
stress levels than males.4,7,9 Burk and Bender9 found that dental students reported their
stress was related to personal disappointments over their academic performance. To cope
with stress caused by their perceptions of inadequate performance, students sought support
from upperclassmen, their peers, and faculty members in their preclinical and clinical
courses. Female dental students were reported to be more likely to experience emotional
problems related to stress. Polychronopoulou and Divaris7 also reported that females felt
much more stressed about the difficulty of their coursework and their fear of failing.
Westerman et al.4 found stress scores to be generally higher among females than males in
several measurement categories of the DES.
Both dental and medical students also suffered stress due to a perceived lack of
competence in being able to treat patients. Upperclassmen in dental school demonstrated
stress related to insecurity about professional failure.7,21 Henning et al.2 suggested that
medical and dental students’ pursuit of perfection led them to feel like imposters if they
had difficulties adjusting to the rigors of professional life. Dahlin et al.15 reported that
third- and sixth-year students in Swedish medical schools suffered significant stress from
a lack of confidence in their personal ability to endure long hours and perform clinical
duties competently. Several stress factors were associated with depression. The incidence
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of depression symptoms reported by medical students was felt to be greater than that
found in the general population.15 This study also found that female medical students
reported higher levels of stress than males and that the types of stressors having the greatest
impact on students’ well-being changed as they progressed from preclinical to clinical
training. Radcliffe and Lester13 reported that developing a professional demeanor was felt
by medical students to be one of the most demanding aspects of their training. These
investigators reported that transition periods, such as graduating from preclinical to clinical
training, were considered the most stressful times in their professional education.
Rosenfield and Jones27 suggested that too much emphasis is placed on scientific
objectivity and detachment in medical training. Knowing when to talk, act, listen, or
tolerate a patient’s distress is part of the art form of medicine. An unfortunate side effect
of medical training noted by these authors is that it produces physicians who believe that
self-denial is valuable and necessary and that living under stress is normal. Research has
also found that the faculty affects a student’s sense of self-efficacy through social influence
and group normative behaviors. Wilkes and Raven28 define social influence as “a change
in the attitude, belief, or behavior of a target resulting from the actions of another person
or group of persons” (p. 481). Student trainees are often considered the lowest members
of the power hierarchy, which makes them more susceptible to social influences. Because
students are uncertain of their competence, afraid of a poor evaluation, or want to please a
superior, these feelings may have a profound effect on their ability to learn and to adopt a
professional demeanor. Wilkes and Raven also argue that medical students’ professional
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identity stressors are caused by poor relationships with faculty members, who may not
always set a good example for professional behavior. Lack of proper professional
demeanor includes behaviors such as cynicism, disrespect, and disdain for patients and
support staff. Some medical students wishing to establish a favorable relationship with
their faculty preceptors may emulate these behaviors. A faculty member’s professional
style may be reflective of his or her own sense of security and confidence in his or her own
competence. Teaching styles that either nurture or mentally abuse trainees may be
reflective of a faculty member’s own psychosocial needs. In addition to the effect of
faculty, Wilkes and Raven found that such factors as call schedules, sleep deprivation,
mood changes, lack of proper nutrition, lack of “quality” time with family and friends, and
worry over managing financial debt may also contribute to medical student stress.
The purpose of our study was to compare perceived stress levels between male
and female medical and dental students in each of their four years of training. Because of
the added stringent and precise technical requirements of dentistry, it was hypothesized
that dental students’ overall perceived stress would be greater than that of medical students.
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CHAPTER III
Research methodology
Methodology is the systematic, theoretical analysis of the methods applied to
field of study It comprises the theoretical analysis of the body of methods and principles
associated with the branch of knowledge. Typically, it encompasses concepts such as
paradigm, theoretical model, phases and quantitative or qualitative techniques.
Methodology is the process used to collect information and data for the purpose of making
business decisions. The methodology may include publication research, interviews surveys
and other research techniques, and could include both present and historical information.
Research design
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The researcher use descriptive design to understand the comparative study of
stress level of physical active and in active student in TNHS-SHS. According to Marshall
& Rossman (2010) a researcher can adopt three different kinds of research methods
exploratory, descriptive, and casual research. The researcher in this case should adopt the
descriptive research R Itchic et.al (2013) opined that by using the descriptive method the
researcher will be able to observe a large mass of target population and make require
conclusions about the variable. The researcher by using descriptive research can
effectively design a prestructured questionnaire with both open ended and close ended
question. Since the researcher is trying to analyze the costumer opinion, attitude, behavior,
and satisfaction level in relation to service and product hence the research should
effectively use the descriptive method in order to analyze the data. The researcher here is
not considering explanation of any issues or not aiming to establish any new concept or
theories hence the researcher should effectively use the descriptive method instead of the
exploratory methods. The multiple choice question use in the descriptive method gives the
respondents the attributes from which they need to choose and enables the researcher to
connect the choice of the respondents with the choice of the researcher for the project.
Research locale
The researcher coducted the study about Comparative study of physically active and
physically inactive of G11 Humss Strand in TNHS-SHS at Pag-asa, Talavera,Nueva Ecija.
Below is the satellitemap location of TNHS-SHS.
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History of Talavera National High School
This institution was organized in 1945 through the efforts of the then municipal Mayor
Leopoldo D. Diaz, who was concurrently the president of the parents Teacher's
Association. It started with five(5) teachers with less than 100 students enrolled in the first
year and second year.
With aids from the civic spirited citizens, the school began to thrive until a PTA
building worth more the 10,000.00 was erected in it's school site with an area of 8.5
hectares. This was purchased and registered in the name of school.
On August 6,1946, the Talavera Junior High School was established under
municipal fund with Mrs. Isidra V. Diaz and with her seven teachers, a clerk and a janitor.
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In 1948, Mrs. Diaz retired from the service and was succeeded by Miss Clotilde G.
Parungao. It was during Miss parungao's administration when the Provincial High School
was converted into Talavera National High School under Republic act 6169 on November
1970 through the efforts of the then congressman Leopoldo D. Diaz if the first District if
Nueva Ecija. On February 8,1975, Miss Parungao passed away and Miss Pacita Gatmaitan
took over. On May 10 1976, Mr. Marcelino S. Divina transferred to Talavera National
High School from Julia Ortiz Luis High School into Sto. Domingo, Nueva Ecija, replacing
Miss Gatmaitan who remained the TNHS assistant principal
It is now a fact that with the able leadership of Mr. Marcelino S. Divina and the
unsolicited assistance and support if Miss Pacita F. Gatmaitan, the Talavera National High
School has been growing and developing into one high school that is worth saying "My
Alma Mater" by every alumnus.
In 1968 , Mr. Francisco Hilario assumed office as principle of TNHS. He restored
the 81 span concrete fence devastated by storm to ensure that students are safe from unruly
outsiders. Through the help of the town people and with Federate Parent Teachers
Association hr was able to build a windmill , a steelgate , and concrete water tank.
Projects such as the TNHS gymnasium, and the administration building were
accomplished through the kindness of Congressman Renato V. Diaz and Senator Freddie
N. Webb. Repair works for the three-room agricultural arts building, and the renovation of
the 13 classroom Marcos type building were also accomplished during his term. He was
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also a recipient of an one package building consisting of H.E., Science laboratory and
academic building through the department of Public Works and Highways.
His dream if gaining an academic recognition was realized when won in the
National agkatek in 1996. No less than the former president of the republic of the
philippines, President Fidel V. Ramos gave the award to Mr. Hilario and Mrs. Elizabeth
Bravo, the coach of the Young Investors Group.
Today, the Talavera National High School, as most of the visitors would say, is an
idea place for learning. And this is because of the physical improvements that the 5th
principal of tge school hans made. Mr. Macario A. Cabico inspired all the department
heads and the teachers as well as the students create a park in every department which aim
at providing a conducive place for learning and for work. Close monitoring of teachers
and their activities is being implemented to ensure that quality education is being given to
the students. Like other good administrator, Mr. Cabico also encourages his teachers to
continue to aspire for higher positions so that they too will become administrators
someday.
Sampling method
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The researcher intend to use stratified random sampling to determine the desire
sampling size. Due to the study's constraints, the grade 11 Humss Strand who are present
at the time of the researcher's visit to the school will be chosen as a respondents.
According to Neil Jay Salkind Stratified random sampling (usually referred to
simply as stratified sampling) is a type of probability sampling that allows researchers to
improve precision (reduce error) relative to simple random sampling (SRS). The
population is devided into non-overlapping groups, or strata, along a relevant dimension
such as gender, ethnicity, political affiliation, and so on. The reasearcher then collects a
random sample of population members from within each stratum. This technique ensures
that observations from all relevant strata are included in the sample.
Sample questionnaire
The researcher used interview with a guided questionnaire to define the measure
of opinion of experiences of a group of people through asking a question. The question are
printed on the bond paper with choice on it is used to gather answer through interview.
The sample questions are provided to help the researcher determine what should ask in a
survey as well as what question type.
Respondents of the study
The respondents of the study will be coming from HUMSS Strand of grade 11
and grade 12 students. Grade 11 and grade 12 consist of 196 male and 227 female with a
total of 423 students.
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Statistical tool
The tool that researcher used is frequency, percentage, mean, and standard
deviation to gather information.
The frequency is the number of times that a periodic function repeats tge same
sequence of values during a unit variation of the independent variable.
The percentage is a number or rate that is expressed as a certain number of parts of
something divided into 100 parts.
Mean implies average and it is the sum of a set data divided by the number of data. Mean
can prove to be an effective tool when comparing different sets of data; however this method might
be disadvantaged by the impact of extreme values.
The standard deviation is statistic that measures the dispersion of a data set relative to its
mean and is calculated as the square root of the variance. It is calculated as the square root of
variance by the determining the variation between each data point relative to the mean. If the data
points are further from the mean, there is a higher deviation within the data set;thus the more spread
out the data, the higher the standard deviation.
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Sample Questionnaire
Name: ____________________________(optional)
Age: ____________________
Sex:_____________________
Section: _________________
Direction: Answer the following questions. Put a (√) in the box
1. Strongly disagree. 3. Agree
2. Disagree. 4. Strongly Agrcan't't
Sports player YES______ NO ______
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QUESTION SD D A SA
(1) (2) (3) (4)
1. I am a always stress because of so many school works.
2. Having a lots of school works can cause stress
3. I always run out of money because of my school requirements
and sports wear.
4. I experienced the feeling of being frustrated when I am stress.
5. People around me are pressuring me about our school works
and about my sports
6.Misunderstanding with my parents can affect my daily routine
7.Being a player and student makes me more stress.
8.I can't manage my stress when I am stress
9. Being stress person can affect my studies
10. I cried when I'm stress
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Comparative Study of Stress Level of Physically Active and Physically In -active

students of grade 11 Humss Strand in TNHS-SHS
A Research Study
Presented to
Talavera Senior High School
Talavera Nueva Ecija
In Partial Fulfillment of the Requirements
For the subject,
Research Project in Humanities and Social Sciences
By:
Angelica Joy Ramos
Almie Rose Manzano
Lyra Guillermo
Nicha Mendioro
Alelly Joyce Pinto
Nicole Macapulay
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Republic of the Philippines

Introduction and Background of the Study

suffering. Their exposure to hazards is exacerbated by poverty, lack of early warning

making people more resilient.

Talavera Senior students in the Disaster Risk Reduction and Management.

fall in their school.

to do make them realize why being prepared is important.

Paradigm of the study

INPUT PROCESS OUTPUT

from physics to describe an organism’s physiological response to perceive stressful events

to control their stress.

Statement of the problem

the respondenst profile be decribe in terms of;

2.1 physically active

2.2 physically in-active

3.1 financial problem

3.2 poor parental guidance

3.3 peer pressure

3.4 academic requirements

Significanceof the study

The study on assessment on the preparedness of the Talavera Senior High

School students in the Disaster Risk Reduction and Management

serious in preparedness in the DRRM.

important to be prepared and why is it important to being prepared.

Scope and delimitation

This research focuses on the assessment on the preparedness of the Talavera

age, and their gender in the school.

that make you feel frustrated, angry or nervous.

difficult to locate and correct.

Positive stress- consisting in or characterized by the presence or prossesion of features or

qualities rather than their absense

mental tension the competition.

Caffeine- it is the world most widely consumed psycho active drug.

Alcohol- an alcohol drink is that contains alcohol, a type of alcohol produced by

REVIEW OF RELATED LITERATURE

According to Robert J. Murphy (2010) study was conducted involving a group

during their education. A modified questionnaire based on Garbee et al.’s Dental

categories: academic performance, faculty relations, patient and clinic responsibilities,

students was in professional identity. Measures of comparative levels of stress between

of professional student and his or her year in school.

Research studies measuring stress experienced in professional training by

studies published in peer-reviewed journals have reported composite findings of medical

or theoretical framework. This study highlights differences in the potential stressors

educators in academic medicine and dentistry wanting to develop collaborative programs

medical and dental students in each class of the four-year curriculum.

training has encouraged the development of clinical behaviors expressing impersonal

objectivity in managing patients. In recent decades, however, course workload

life issues, and professional identity.

Academic performance as a potential stressor

a response to students’ efforts to meet academic performance requirements in dental

focused on the completion of preclinical laboratory projects in addition to successful

hand, generally experience stress related to difficulties in meeting procedural clinical

as contributing to a stressful learning environment.3,4,6-12 Heavy workload pressures

competence and basic understanding. Studies of medical students have reported

training as highly stressful experiences.

Students relationships with faculty as a potential stressor

faculty and perceptions of receiving unjustified criticism on preclinical and clinical

willing to serve as mentors.13 Medical faculty members appeared to be generally unaware

exclusively on an impersonal, scientific approach to managing patients.

Patient and clinical responsibilities as a potential stressor

or second year of training.

contributing to a feeling of depersonalization in medical students’ relationships with their

Personal life issues as a potential stressor

Sports player YES NO