The Role of Gender and Academic Progression in Psychological Resources Among Allied Health Students: A Multicenter Cross-Sectional Study
| Author | Elham Shahidi Delshad | en |
| Author | Afzal Shamsi | en |
| Author | Parnia Karimian | en |
| Author | Shaghayegh Miri | en |
| Author | Sajad Yarahmadi | en |
| Orcid | Afzal Shamsi [0000-0001-6231-0547] | en |
| Orcid | Sajad Yarahmadi [0000-0002-5187-9831] | en |
| Issued Date | 2026-06-30 | en |
| Abstract | Background: Healthcare students in technically demanding disciplines experience substantial psychological pressure. Objectives: This study aimed to examine differences in emotional intelligence (EI), self-compassion (SC), and academic resilience (AR) by gender and academic semester among undergraduate students in anesthesia, operating room technology, and emergency medical services. Methods: This multicenter cross-sectional study included 452 students recruited through convenience sampling from four medical universities in Tehran. Data were collected using the Short Form Self-Compassion Scale (SCS-SF), Brief Emotional Intelligence Scale (BEIS-10), and Academic Resilience Scale (ARS). Data were analyzed using descriptive statistics, independent-samples t tests, and one-way analysis of variance (ANOVA) with Tukey post hoc tests. Results: Significant positive correlations were observed among EI, SC, and AR (P < 0.001). Male students reported significantly higher EI (P = 0.003) and SC (P = 0.017) scores than female students. No significant gender differences were observed in AR. All three psychological resources varied significantly across academic semesters (P < 0.01), with third-semester students reporting the highest levels. Married students reported significantly higher AR than single students (P = 0.023). Psychological profiles did not differ significantly by academic discipline or grade point average (GPA). Conclusions: Psychological resources among allied health students appear to vary across academic stages, with a notable decline in later semesters as clinical and academic demands intensify. These findings underscore the need for continuous psychological support tailored to students’ stage of training, rather than one-time interventions at the start of training. Integrating EI and SC training into the curriculum may help mitigate the effects of sustained stress in demanding clinical education. | en |
| DOI | https://doi.org/10.69107/jamm-172944 | en |
| URI | https://brieflands.com/journals/jamm/articles/172944 | en |
| Keyword | Psychological Well-Being | en |
| Keyword | Clinical Education | en |
| Keyword | Anesthesia Education | en |
| Keyword | Operating Room Students | en |
| Keyword | Prehospital Emergency Care | en |
| Keyword | Coping Styles | en |
| Publisher | Brieflands | en |
| Title | The Role of Gender and Academic Progression in Psychological Resources Among Allied Health Students: A Multicenter Cross-Sectional Study | en |
| Type | Research Article | en |
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