Influence of Cisgender Male and Female Genders on Perceived Social Support of Medical Students: A Scoping Review
Article Sidebar
Main Article Content
Abstract
Stress associated with medical studies often leads to an increased need for social support among medical students. While other influencing factors concerning the social support needs of medical students have been studied, the influence of gender in this area is scarce. Therefore, this scoping review mapped out the relevant literature, identified gaps, and suggested the influence of cisgender male and female genders on the perceived social support (PSS) of medical students. This scoping review was guided by the PRISMA-ScR checklist. Rationales and research questions were mapped according to Arksey and O’Malley (2005). The databases PubMed, Wiley Online Library, ERIC, and CNKI, were searched for academic articles published in English and Chinese between November 2011 and November 2021 that met preset criteria. The selection of sources of evidence based on screening and eligibility of evidence reduced the identified 796 sources of evidence in the searched databases to seven sources of evidence. The identified gaps include the lack of in-depth exploration of male and female genders alone as a determinant of PSS, how gender may be used to promote PSS among male medical students and female medical students, how different sociocultural, sociodemographic, and personality influence the PSS of genders among medical students, lack of qualitative research and mixed-methodologies on the subject as well as the use of longitudinal studies and how major areas of research and gender affect the PSS of medical students.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
• Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
• Bandura, A. (1977). Social learning theory. Prentice-Hall Press.
• Bolger, N., Zuckerman, A., & Kessler, R. C. (2000). Invisible support and adjustment to stress. Journal of Personality and Social Psychology, 79(6), 953–961. https://doi.org/10.1037/0022-3514.79.6.953
• Brissette, I., Scheier, M. F., & Carver, C. S. (2002). The role of optimism in social network development, coping, and psychological adjustment during a life transition. Journal of Personality and Social Psychology, 82(1), 102–111. https://doi.org/10.1037/0022-3514.82.1.102
• Buss, D. M. (1995). Psychological sex differences: Origins through sexual selection. American Psychologist, 50(3), 164–168．https://doi.org/10.1037/0003-066x.50.3.164
• Cecil, J., McHale, C., Hart, J., & Laidlaw, A. (2014). Behaviour and burnout in medical students. Medical Education Online, 19(1), Article 25209. https://doi.org/10.3402/meo.v19.25209
• Cheng, R., & Wang, Y. (2012). The effect of perceived social support on depression in college students. Chinese Journal of Health Psychology, 2012(6), 907–908. http://caod.oriprobe.com/articles/30588197/The_Effect_of_Perceived_Social_Support_on_Depression_in_College_Studen.htm
• Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310
• De Bellis, M. D., Keshavan, M., Beers, S., Hall, J., Frustaci, K., Masalehdan, A., Noll, J., & Boring, A. (2001). Sex differences in brain maturation during childhood and adolescence. Cerebral Cortex, 11(6), 552–557. https://doi.org/10.1093/cercor/11.6.552
• Eagly, A. H., & Chin, J. L. (2010). Diversity and leadership in a changing world. American Psychologist, 65(3), 216–224. https://doi.org/10.1037/a0018957
• Else-Quest, N. M., Hyde, J. S., Goldsmith, H. H., & Van Hulle, C. A. (2006). Gender differences in temperament: A meta-analysis. Psychological Bulletin, 132(1), 33–72. https://doi.org/10.1037/0033-2909.132.1.33
• Fang, S. G. (2013). Social life reconstruction of the elderly who lost their only child from the perspective of Social Support Theory. Journal of National School of Governance, 4, 104–108. https://doi.org/10.14063/j.cnki.1008-9314.2013.04.016
• Fawzy, M., & Hamed, S. A. (2017). Prevalence of psychological stress, depression and anxiety among medical students in Egypt. Psychiatry Research, 255, 186–194. https://doi.org/10.1016/j.psychres.2017.05.027
• Feingold, A. (1994). Gender differences in personality: A meta-analysis. Psychological Bulletin, 116(3), 429–456. https://doi.org/10.1037/0033-2909.116.3.429
• Frajerman, A., Morvan, Y., Krebs, M. O., Gorwood, P., & Chaumette, B. (2019). Burnout in medical students before residency: A systematic review and meta-analysis. European Psychiatry, 55, 36–42. https://doi.org/10.1016/j.eurpsy.2018.08.006
• Gati, I., & Perez, M. (2014). Gender differences in career preferences from 1990 to 2010: Gaps reduced but not eliminated. Journal of Counseling Psychology, 61(1), 63–80. https://doi.org/10.1037/a0034598
• Hwang, I. C., Park, K. H., Kim, J. J., Yim, J., Ko, K. P., Bae, S. M., & Kyung, S. Y. (2016). Perceived social support as a determinant of quality of life among medical students: 6-month follow-up study. Academic Psychiatry, 41(2), 180–184. https://doi.org/10.1007/s40596-016-0503-5
• IsHak, W., Nikravesh, R., Lederer, S., Perry, R., Ogunyemi, D., & Bernstein, C. (2013). Burnout in medical students: A systematic review. The Clinical Teacher, 10(4), 242–245. https://doi.org/10.1111/tct.12014
• Khallad, Y., & Jabr, F. (2015). Effects of perceived social support and family demands on college students’ mental well-being: A cross-cultural investigation. International Journal of Psychology, 51(5), 348–355. https://doi.org/10.1002/ijop.12177
• Lenroot, R. K., Schmitt, J. E., Ordaz, S. J., Wallace, G. L., Neale, M. C., Lerch, J. P., Kendler, K. S., Evans, A. C., & Giedd, J. N. (2009). Differences in genetic and environmental influences on the human cerebral cortex associated with development during childhood and adolescence. Human Brain Mapping, 30(1), 163–174. https://doi.org/10.1002/hbm.20494
• Liang, X. L., Wang, C. F., Song, D., Tian, Y., LI, W., Sun, Y., Jiang, B. S., Wang, Z. W., & Ma, W. Y. (2020). Differences in the understanding of social support among medical college students. Chinese Journal of Clinical Research, 9, 1264–1266. https://doi.org/10.13429/j.cnki.cjcr.2020.09.030
• Matud, M. P., Ibáñez, I., Bethencourt, J. M., Marrero, R., & Carballeira, M. (2003). Structural gender differences in perceived social support. Personality and Individual Differences, 35(8), 1919–1929. https://doi.org/10.1016/s0191-8869(03)00041-2
• Nechita, F., Nechita, D., Pirlog, M.-C., & Rogoveanu, I. (2014). Stress in medical students. Romanian Journal of Morphology and Embryology, 55(S3), 1263–1266. https://rjme.ro/archive/55/3%20Suppl./39/
• Neff, L. A., & Karney, B. R. (2005). Gender differences in social support: A question of skill or responsiveness? Journal of Personality and Social Psychology, 88(1), 79–90. https://doi.org/10.1037/0022-3514.88.1.79
• Pagnin, D., de Queiroz, V., Carvalho, Y. T. M. S., Dutra, A. S. S., Amaral, M. B., & Queiroz, T. T. (2014). The relation between burnout and sleep disorders in medical students. Academic Psychiatry, 38(4), 438–444. https://doi.org/10.1007/s40596-014-0093-z
• Park, K. H., Kim, D. H., Kim, S. K., Yi, Y. H., Jeong, J. H., Chae, J., Hwang, J., & Roh, H. (2015). The relationships between empathy, stress and social support among medical students. International Journal of Medical Education, 6, 103–108. https://doi.org/10.5116/ijme.55e6.0d44
• Peng, C. (2015). Analysis of interpersonal trust and perceived social support among medical students. Journal of Qiqihar Medical College, 22, 3387–3389.
• Popa-Velea, O., Pristavu, C. A., Ionescu, C. G., Mihăilescu, A. I., & Diaconescu, L. V. (2021). Teaching style, coping strategies, stress and social support: Associations to the medical students’ perception of learning during the SARS-CoV-2 pandemic. Education Sciences, 11(8), Article 414. https://doi.org/10.3390/educsci11080414
• Rospenda, K. M., Halpert, J., & Richman, J. A. (1994). Effects of social support on medical studentsʼ performances. Academic Medicine, 69(6), 496–500. https://doi.org/10.1097/00001888-199406000-00018
• Saeed, A., Bahnassy, A., Al-Hamdan, N., Almudhaibery, F., & Alyahya, A. (2016). Perceived stress and associated factors among medical students. Journal of Family and Community Medicine, 23(3), 166–171. https://doi.org/10.4103/2230-8229.189132
• Shen, L. Q., Zhang, X. L., Hao, Q. H., Li, C. Y., & Hong, Y. (2010). Current Research on suicidal ideation among medical graduate students. Modern Preventive Medicine, 37, 881–882.
• Shi, R. H., Qin, C., & Lin, P. (2021). The effect of social support on psychological stress among medical students: The mediating role of cognitive reappraisal and the moderating role of gender. Science and Technology Innovation Herald, 17, 169–171. 10.16660/j.cnki.1674-098X.2107-5640-1225
• Tayfur, C., & Ulupinar, S. (2016). The effect of perceived social support on academic achievement in health college students. Journal of Psychiatric Nursing, 7(1), 1–6. https://doi.org/10.5505/phd.2016.52523
• Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/m18-0850
• Yan, W. H., Zhao, X. M., & Tang, Y. Y. (2010). A study on mental health, coping style and social support of male nursing students. Chinese Journal of Health Psychology, 11, 1353–1355. https://doi.org/10.13342/j.cnki.cjhp.2010.11.002
• Wang, L., Bian, Q., & Zhang, W. P. (2010). A survey on suicide attitude and its influencing factors among graduate students. Journal of Shanghai Psychiatric Medicine, 22, 73–77.
• Wood, W., & Eagly, A. H. (2002). A cross-cultural analysis of the behavior of women and men: Implications for the origins of sex differences. Psychological Bulletin, 128(5), 699–727. https://doi.org/10.1037/0033-2909.128.5.699
• Yamada, Y., Klugar, M., Ivanova, K., & Oborna, I. (2014). Psychological distress and academic self-perception among international medical students: The role of peer social support. BMC Medical Education, 14(1), Article 256. https://doi.org/10.1186/s12909-014-0256-3
• You, D., Maeda, Y., & Bebeau, M. J. (2011). Gender differences in moral sensitivity: A Meta-analysis. Ethics & Behavior, 21(4), 263–282. https://doi.org/10.1080/10508422.2011.585591
• Zhang, M., Zhang, J., Zhang, F., Zhang, L., & Feng, D. (2018). Prevalence of psychological distress and the effects of resilience and perceived social support among Chinese college students: Does gender make a difference? Psychiatry Research, 267, 409–413. https://doi.org/10.1016/j.psychres.2018.06.038
• Zhang, P., Chen L. J., Yin, Y. T., Wang, B., & Lu, X. (2020). Female medical students' understanding of social support for the influence of alexithymia. Journal of Occupational and Health, 4 (17), 2400–2403. https://doi.org/10.13329/j.cnki.zyyjk.2020.0639
• Zhang, S. P., Zhang, Q. Y., & Li, C. N. (2015). Apprehend the gender difference in social support component analysis. Journal of Psychological Development and Education, 31(4), 393–401. https://doi.org/10.16187/j.cnki.issn1001-4918.2015.04.02
• Zhu, X., Wang, F., & Geng, Y. (2021). Machiavellianism on quality of life: The role of lifestyle, age, gender, social support. Personality and Individual Differences, 173, Article 110609. https://doi.org/10.1016/j.paid.2020.110609