Perception of academic stress and difficulties in learning biophysics in university students

Abstract

Introduction. Biophysics focuses on mathematical-physics components, as well as in the study of biological phenomena that underlie the bases of physics and chemistry. These subjects usually generate difficulties in students. The study aim was to determine the academic stress and difficulty associated with the biophysics course. Methods. We evaluated the stressors of 220 medical and nutrition students through an academic stress perception questionnaire and difficulty through a biophysics course difficulty questionnaire. Results. Workload-induced stress (e.g., lectures, exams, workshops) showed the highest scores, followed by academic improvement stress. The cell membrane biophysics module represented the most difficulty for the students. This perception of difficulty was based on the fact students must master concepts of the nervous system, especially the cell membrane. In addition, they must know the basics of electricity and electric currents. The integration of these concepts showed a higher degree of difficulty for the students. Conclusion. Students perceived stress due to excessive academic workload and due to the pressure to maintain a good academic level. The cell membrane biophysics module represented more difficulty for students.