الفهرس 
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Abstract
In a survey of over 15,000 undergraduate college students, 18%reported having ever seriously considered attempting suicide and 8% reported attempting suicide at least once. Rates of suicidal ideation, plans, and attempts are far higher among this age group than older adults. Fewer studies have examined whether students thinking about suicide tell others about these thoughts, though one study found that almost half (46%) of undergraduate students who seriously considered attempting suicide in the past year did not tell anyone else about their thoughts.
Student suicides are thought to be mediated by a wide range of factors including excessive academic stress, relationship problems, family problems, hopelessness, financial stress, feelings of social isolation, work
problems, exposure to trauma, alcohol and drug use, and other mental health problems. Furthermore, medical student suicide rates are reportedly higher than those of the general population, and in some cases it rises up to 3-5 times higher than that of the general public.
Suicidal history moderated the relationships between brooding, reflection, and emotional intelligence with suicidal ideation. These findings reinforce the importance of emotional intelligence as an influencing factor against the deleterious effects of rumination styles and suicidal ideation.
Under the heading (Suicide Required to be Publicly Discussed to Include Colleagues and Students), Although there is a tentative but growing literature on mental health problems and suicide in senior and junior physicians, there is little information about medical students specifically, so this study aims to:
- Estimation of suicide risk among medical students in the first and last year.
- Identification of risk factors associated with suicide risk among first and last year medical students.
- To assess emotional intelligence among first-year and last-year students.
- To study the relationship between emotional intelligence and suicide risk among first-year students compared to last year’s medical students.
This is an observational, cross-sectional study. 250 students were recruited by convenient sampling from the first and last year students of faculty of medicine, Ain shams university, Cairo. The study was carried out from the beginning of Academic year (from September 2020 till June 2021).
All subjects were screened using GHQ-28 for the exclusion of psychiatric illness at the time of conducting the scale. Then subjects were assessed by using the following measures: Suicide Probability Scale (SPS) to estimate the risk of suicide including hopelessness, suicidal ideation, Negative self-evaluation and Hostility. Schutte Self-Report Emotional Intelligence Test (SSEIT) to assess emotional intelligence including appraisal, utilization and regulation. Medical student stress scale (MSSS) to assess stress domain including ARS, IRS, TLRS, SRS, DRS and GARS and degree of stress.
Students recruited from first and sixth educational years. Their mean age were 21.45±3.1 years, ranging from 18-26 years. 52.4 % of them were males & 47.6% were females. 94.8% were single. 8% were smokers. 0.4% had positive family history of suicide. 13.2% had positive family history of psychiatric illness.
Using SPS, suicide probability of 31.2% of our sample were severe with mean probability score of 44±68. It was maintained that the mean scores of the hopelessness were fairly high, whereas the mean scores were comparatively lower for the hostility, suicidal ideation and negative self-evaluation. Our study shows a significant difference between 1st and 6th year students with first-year students’ scores higher than sixth-year students regarding hopelessness, suicidal ideation, negative self-evaluation, SPS TW score, probability score. It showed significant difference between 1st and 6th year students regarding clinical classification of suicide probability as severe cases were the highest among 1st year students (39.2%), while subclinical cases were the highest among 6th year students (37.6%).
Using SSEIT, our study revealed that there was significant difference between 1st and 6th year students regarding appraisal, regulation, utilization and EI total score. It showed that 6th year students have higher scores in different emotional intelligence domains compared to 1st year students.
Using MSSQ, our study revealed that ARS were the most significant among 1st year students with a high representation in 68 students. IRS were the most significant among 1st year students with a moderate representation in 54 students. TLRS were the most significant among 1st year students with a moderate representation in 50 students. GARS were the most significant among 6th year students with a moderate representation in 50 students. Our results also showed that there was a significant difference between 1st and 6th year students regarding ARS, IRS, TLRS and GARS. 6th year students reported higher degree in GARS and 1st year students reported significantly higher degree in ARS, IRS and TLRS.
A significant negative correlation was found between Suicidal risk and emotional intelligence. Whereas, according to 1st year students, there was a significant negative correlation between suicide probability score with appraisal, regulation and EI score. There was a significant negative correlation between suicide probability score with appraisal, regulation, utilization and EI score among 6th year students.
A significant positive correlation was found between suicidal risk and stress. Our study also showed that there was a significant positive correlation between suicide probability score with ARS, TLRS, SRS, DRS and GARS among 1st year students. There was a significant positive correlation between suicide probability score with ARS, IRS, TLRS, SRS, DRS and GARS among 6th year students.
Multiple regression analysis showed that of risk factors of suicide among 6th year students: Quarrelsome home atmosphere, older age, DRS, TLRS, low EI score, ARS, male gender. Multiple regression analysis showed that risk factors of suicide among 1st year students: low EI score, inadequate financial status, quarrelsome home atmosphere, GARS, TLRS.
The net results of our study show that there is strong relation between suicidal risk and study stress, but Emotional intelligence has a significant role to decrease suicidal risk. Our discoveries propose that there is a need for the medical community to recognize suicidal risk and plan how to deal with it. Special care must be given to risky population who found to be females more than males, 1st grade medical students more than 6th grade or those who may have disturbance or with no family harmony or even poor socio-economic states. Counseling of vulnerable students and easing the so called “pressure-cooker” environment in medical colleges will go a long way in eradicating of suicide.