Table 3.
Most important specific stressors from the view of IMS vs. GMS.
| IMS | |
| (Rank) Item 1 | M 2 (SD) |
| (1) study requirements (qualitative) | 2.25 (0.94) |
| (2) study load (quantitative) | 2.22 (1.17) |
| (3) selection-performance pressure | 2.17 (1.07) |
| (4) financial worries | 2.12 (1.42) |
| (5) beginning of medical training at large | 1.79 (1.10) |
| GMS | |
| (Rank) Item | M (SD) |
| (1) beginning of medical training at large | 2.29 (0.81) |
| (2) study-load (quantitative) | 2.17 (0.82) |
| (3) selection-performance pressure | 2.04 (1.12) |
| (4) time management/working style | 1.87 (0.961) |
| (5) study requirements (qualitative) | 1.83 (0.872) |
| Items that received lower ratings by both subgroups included factors such as: “the relationship with my fellow students”; “the relationships with professors and university staff”; “missing support from services of the medical school”; “conflicts in private relationships”. | |
Note. 1 For an overview of the complete list of stressors offered see [25]. 2 Participants rated all items on a 5-point Likert scale, with 0 = “strongly disagree”; 1 = “disagree”; 2 = “neither agree or disagree”; 3 = “agree”; and 4 = “strongly agree”.