Features of Changes in Heart Rate Variability among Medical Students during the Education Process

Ainura Manasovna  Satarkulova; Asel Abdumomunovna  Usenova; Shirin Syrgakovna  Bakirova; Shadiya Yusupdjanovna  Aisaeva; Kanykei Sadyrbekovna  Keneshova; Meerim Turdubekovna  Turdubekova

doi:10.18502/ijph.v53i11.16959

Ainura Manasovna Satarkulova Department of Fundamental Disciplines, International Higher School of Medicine, Bishkek, Kyrgyz Republic
Asel Abdumomunovna Usenova Department of Special Surgical Disciplines, International Higher School of Medicine, Bishkek, Kyrgyz Republic
Shirin Syrgakovna Bakirova Department of Fundamental Disciplines, International Higher School of Medicine, Bishkek, Kyrgyz Republic
Shadiya Yusupdjanovna Aisaeva Integrated Research Center, International Higher School of Medicine, Bishkek, Kyrgyz Republic
Kanykei Sadyrbekovna Keneshova Department of Fundamental Disciplines, International Higher School of Medicine, Bishkek, Kyrgyz Republic
Meerim Turdubekovna Turdubekova Department of Fundamental Disciplines, International Higher School of Medicine, Bishkek, Kyrgyz Republic

DOI: https://doi.org/10.18502/ijph.v53i11.16959

Keywords: Heart rate variability; Examination stress; Vegetative regulation; Autonomic nervous system

Abstract

Background: We investigated the changes of Heart Rate Variability (HRV) parameters, which reflect the state of the regulatory mechanisms of cardiovascular system, among medical students during routine academic period and examination session.

Methods: The study was conducted in Jan-Feb 2024, at the IHSM in Bishkek, Kyrgyz Republic, among the healthy 70 students (mean age 19.71 ± 1.54 years) from India and Pakistan. For each student, two ECG recordings were performed: one 3 weeks before the exam and one 10-15 minutes after exam.

Results: The results of study demonstrated that after the exam, students presented significantly higher HR, AMo, SI, VLF, LF and lower SDNN, TP, HF compared before the exam (P<0.05). Distribution of students showed that on a routine academic period 53% of students belonged to sympathotonic, 14% to vagotonic and 33% to normotonic. During the examination period the number of sympathotonic increased to 74%, but the number of vagotonic and normotonic decreased to 4% and 22% respectively.

Conclusion: Each type revealed an individual reaction to exam stress: in the group of vagotonic there was a slight activation of the SNS; in sympathotonic students there was a tension of regulatory mechanisms, leading to depletion of adaptive mechanisms; in the group of normotonic there was a shift in the vegetative balance towards the sympathetic link of ANS.