Well-being among Medical Students in Digital Learning Environments

Abstract

This study examines how subjective well-being varies across psychological well-being levels among medical students in online learning (via Microsoft Teams). A cross-sectional survey involving 250 undergraduate medical students from a Ukrainian state university was conducted using validated instruments (the 84-item version of Ryff’s Scales of Psychological Well-Being and the Oxford Happiness Inventory). Results revealed significant group differences in subjective well-being based on psychological well-being (p < 0.001), with mean scores increasing from 39.4 in the low well-being group to 62.0 in the high group. The findings suggest that psychological well-being is associated with subjective well-being and highlight the need for support for students with lower wellbeing. Furthermore, online platforms facilitated research, demonstrating their potential for future studies, although data accuracy and ethical adherence concerns persist. This research supports the development of targeted interventions within digital learning settings and encourages further exploration of the long-term psychological impacts of online education.