Task-related increases in fatigue predict recovery time after academic stress.

Objective: The aim of this study was to investigate the time course of recovery after an academic exam as a model of high workload and its association with stress-related fatigue.

Methods: Thirty-six medical students (17 females, 19 males) filled out diaries during an exam phase, starting 2 days prior to the exam, and a control phase 4 weeks after the exam for 14 days, respectively. Fatigue, distress, quality of sleep, and health complaints were assessed.

[Prediction of the final degree in the 2002 reformed curriculum at the Medical University of Vienna].

In 2002 a reform curriculum was implemented at Medical University of Vienna. At the end of each study-year students have to pass a summative integrative examination consisting of single choice questions. We examined the study success of 674 students (50.

An accumulation of two independent selection factors decreases the success rate of female students at the MUV (Medical University of Vienna).

Inspired by the implementation of a reformed medical curriculum at the Medical University of Vienna (Austria, MUV), we have investigated predictors for success in the decisive exam at the end of the first study-year (SIE). In four consecutive cohorts of freshmen, we have found that female students show significantly lower success rates (Odds Ratio, OR=1.67, 95%CI 1.

[Learning strategy or strategic learning? Gender-dependent success in medical studies at the Medical University of Vienna].

Objectives: Analysis of the fact that male medical students have a higher success rate at the written test (multiple-choice questions) at the end of the first study year (SIP-1), although female students perform significantly better in school (school marks in mathematics, physics, chemistry, and English) and school performance is a positive predictor of study success. It is hypothesized that aspects of strategic learning influence study success and that sex-specific differences exist.

Methods: In a prospective study including 726 medical students data on strategic learning (written questionnaire, 45 items) were collected.

Reliability of predictors of study success in medicine.

Aim: Examination of the reliability of predictors for study success found in a prospective study in the year 2002/03. We report the results of a retest in an unselected students' sample taken from the following academic year 2003/04.

Methods: In a comparison of successful and unsuccessful students in their first year at the Medical University of Vienna, four predictors for study success had been found (using a questionnaire in a prospective design).

Prediction of success in the first-year exam in the study of medicine--a prospective survey.

Objective: To identify predictors of students' success in the first-year exam in a new curriculum in the study of medicine in Vienna.

Design: We tested 11 topics (including socio-demographic variables, family background, school performance, economic situation, living conditions, social integration and health, learning capacity, study motivation and ability to cope with stress) for their relevance in terms of study success in a prospective study of an unselected student sample. Data were collected from questionnaires filled in by 674 first-year students (50.

Factors associated with academic success at Vienna Medical School: prospective survey.

Aim: To identify factors relating to students' success in the study of medicine at the Medical University of Vienna. In view of Austria's tradition of open access to higher education, which results large number of students, high dropout rate, long duration of studies, factors predicting success could be helpful for student counseling.

Methods: In a prospective study, 674 freshmen (50.

Psychological management of pain.

Purpose: In this article an overview is given on the attempts of understanding and treating chronic pain from the psychodynamic view and the perspective of behavioural medicine.

Issue: Pain cannot be reliably measured. Assessment of pain depends on verbal description, nonverbal expressions, specific tests and our empathy.