Abstract:

Purpose: This study aims to identify anxiety, depression and social phobia situations in first-class medical students and to evaluate the relationship of these situations with problem-based learning (Problem-Based Learning) education. Tools and Methods: In this study of the Cutting Identifier type, all students who studied in the first class in the 2016-2017 educational year were invited, 123 people who agreed to participate in the study (89.1%) were taken to the evaluation. The variables of the study are the student’s sociodemographic characteristics, success status, opinions about the PDÖ and the Beck Anxiety Scale (BAE), Beck Depression Scale (BDÖ), Liebowitz Social Anxiety Scale (LSKÖ) and Spielberger’s Continuous-Situation Anxiety Reserve (STAI) scores. In the analysis, identifying statistics, Mann Whitney U, Ki square and Student t test were used with Spearman correlation ratings. Results: 56.1% of participants were girls, 43.9% men, and 45.5% were under 19 years of age. The average score they received from the BDÖ, UAE, LSKÖ and STAI scales was 9,57±7,231, 12,28±9,297, 40,67±19,420, 37,27±9,423, 40,43±7,502 SS (Standard Sapma) respectively. Girls students were more constantly concerned than men and students (p<0,05). The scores that students who were uncertain about the benefit of the PDÖ education were higher than those who thought the scores they received from the scale of situation concern would be beneficial (p<0,05). The result: Students often experience anxiety, depression and social phobia. Pre-training preliminary trials affect the level of concern of the situation. As the expectations for new educational methods can affect the benefits levels, the conclusion is that these training should be well introduced to students.