Estudo dos fatores socioambientais associados à fadiga e níveis de atividade física em estudantes de medicina

Abstract

The student of the medical course is on a full day, with a high degree of demand, needing to internalize a vast diversity of contents in a restricted time, not only referring to academic knowledge, but especially to the skills that enable interpersonal relationships, when dealing with feelings, suffering and death, wrapped in a context of deep competitiveness, deprivation of leisure and technical insecurity. The aim of this study was to analyze the social, clinical and environmental factors associated with levels of fatigue and physical activity in medical students. This is an analytical crosssectional study with a quantitative approach. All research was developed in digital format through social networks, such as WhatsApp, E-mail and Facebook. With this strategy of convenience sampling, a sample of 143 medical students was reached. Data collection took place between April and July 2021. For the development of the research, the following data collection instruments were used: Sociodemographic, clinical and environmental questionnaire, Chalder Fatigue Scale, International Physical Activity Questionnaire (IPAQ ). The results showed that in the characterization of the sociodemographic data of the 143 medical students, 69.2% of the students are female and 30.8% are male, whose predominant age group was 67.8% of students over 20 years old. The mean age was 21.8 (±3.0) years. 65% were up to the 6th period, 64.3% are single, 94% participate in extracurricular activities, 83.2% live with family members. 86% of medical students had a score that indicates fatigue. Comparing fatigue levels and sociodemographic data, higher scores were found in female students (p=0.0016), and in those who claimed to have weak religious involvement (p=0.0412). Comparing fatigue levels with physical activity levels, a higher score was observed in students who were irregularly active (p=0.0151). The medical school must be prepared and focus on this concern, taking better care of the medical student, helping him to develop strategies that prepare him to deal with the pressure he will experience in academic and professional daily life, as well as providing general and especially those who are experiencing difficulties.