Objectives

To evaluate student mental health, defensive strategies, sources of stress, and relief associated with different educational processes.

Methods

A qualitative and cross-sectional study was carried out in February 2014 through focus groups and semi-structured questionnaireson 78 students in the 3rd semester at two medical schools in the same public university: one with a 53-year history based in the state capital and that uses traditional teaching models, and the other founded only 3 years ago, located in the interior of the state and using Problem Based Learning (PBL). We carried out a descriptive analysis of the dataemergent from the questionnaire andperformed thematic content analysis, along with a psychodynamicinterpretationof data fromfocus groups.

Results

38 students from the traditional school and 40 students from the PBL school answered the questionnaire. Most were men(52.6%) aged 22+2years and single(85%). Twofocus groups with8students fromeach schoolrevealedsimilar motivations, sources of stress andreliefamong students, but less psychological distresswas registered inPBLstudents,who reported greatercloseness with teachersand agreementon tasks.

Conclusion

Educationalprocesseswere associated withpsychological distress amongstudentsin both groups.

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