Volume 13, Issue 3 (2025)
Health Educ Health Promot 2025, 13(3): 1001-1011 |
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Andarsini M, Hasan H, Andriani F, Tri Joewono H, Tinduh D, Setiawati Y. Influence of Perception of The Clinical Learning Environment on Symptoms of Depression and Anxiety: A Study in Pediatric Residency Program. Health Educ Health Promot 2025; 13 (3) :1001-1011
URL: http://hehp2.modares.ac.ir/article-5-82643-en.html
URL: http://hehp2.modares.ac.ir/article-5-82643-en.html
Mia Andarsini *1 
, Helmia Hasan , Fitri Andriani , Hermanto Tri Joewono , Damayanti Tinduh , Yunias Setiawati
, Helmia Hasan , Fitri Andriani , Hermanto Tri Joewono , Damayanti Tinduh , Yunias Setiawati
1- , mia-r-a@fk.unair.ac.id
Abstract: (207 Views)
Aims: This study aimed to determine the prevalence of depression and anxiety symptoms in pediatric residents, evaluate their perceptions of the clinical learning environment, and examine the influence of the clinical learning environment on these psychological symptoms.
Instrumens & Methods: A cross-sectional study was carried out involving 66 pediatric residents at Dr. Soetomo Academic General Hospital. The depression and anxiety symptoms were evaluated employing the validated Indonesian version of the BDI-II and SAS, respectively. The clinical learning environment perceptions were assessed through the PHEEM questionnaire. The data analysis was conducted using linear regression and mediation analysis utilizing the Sobel test.
Findings: A total of 6 residents (9.1%) reported symptoms of depression, eight residents (12.1%) reported symptoms of anxiety, and four residents (6.1%) experienced both. The PHEEM interpretation indicated that residents’ perceptions of the clinical learning environment were generally positive. Linear regression analysis showed that perception of social support within the clinical learning environment had a significant influence on depression symptoms (p = 0.024). However, the residents' perception of the clinical learning environment did not significantly influence symptoms of anxiety. Furthermore, perception of social support significantly influenced anxiety symptoms indirectly through depression as a mediating factor (p = 0.04).
Conclusion: Perception of social support within the clinical learning environment had a significant direct influence on depression symptoms and an indirect influence on anxiety through the mediation of depression symptoms.
Instrumens & Methods: A cross-sectional study was carried out involving 66 pediatric residents at Dr. Soetomo Academic General Hospital. The depression and anxiety symptoms were evaluated employing the validated Indonesian version of the BDI-II and SAS, respectively. The clinical learning environment perceptions were assessed through the PHEEM questionnaire. The data analysis was conducted using linear regression and mediation analysis utilizing the Sobel test.
Findings: A total of 6 residents (9.1%) reported symptoms of depression, eight residents (12.1%) reported symptoms of anxiety, and four residents (6.1%) experienced both. The PHEEM interpretation indicated that residents’ perceptions of the clinical learning environment were generally positive. Linear regression analysis showed that perception of social support within the clinical learning environment had a significant influence on depression symptoms (p = 0.024). However, the residents' perception of the clinical learning environment did not significantly influence symptoms of anxiety. Furthermore, perception of social support significantly influenced anxiety symptoms indirectly through depression as a mediating factor (p = 0.04).
Conclusion: Perception of social support within the clinical learning environment had a significant direct influence on depression symptoms and an indirect influence on anxiety through the mediation of depression symptoms.
Keywords: Depression [https://www.ncbi.nlm.nih.gov/mesh/68003863], Anxiety [https://www.ncbi.nlm.nih.gov/mesh/68001007], Clinical Learning Environment [https://www.ncbi.nlm.nih.gov/mesh/68004503], Residency [https://www.ncbi.nlm.nih.gov/mesh/68007396]
Article Type: Original Research |
Subject:
Health Education and Health Behavior
Received: 2025/09/2 | Accepted: 2025/10/2 | Published: 2025/08/19
Received: 2025/09/2 | Accepted: 2025/10/2 | Published: 2025/08/19
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