Navigating the medical journey: Insights into medical students' psychological wellbeing, coping, and personality.

This study presents a cross-national analysis of adolescent mental health and academic stress to explore their interrelations and broader implications for global educational policies. Using data from Bangladesh, Gambia, and Indonesia, the research examines how academic expectations, pressure to perform, and school environments affect students' psychological well-being in diverse cultural, educational, and socioeconomic contexts. The study identifies significant patterns and disparities in mental health outcomes, revealing that stress levels and psychological challenges vary significantly between countries. In Bangladesh, medical students face a critical mental health burden, with high levels of anxiety, stress, digital addiction, and sleep deprivation being common issues. This situation underscores the pressing need for mental health interventions in the education sector, particularly within high-pressure fields such as medical studies. Conversely, in Gambia, there has been a notable increase in inpatient mental health admissions, suggesting a growing awareness of mental health issues and improved access to institutional care. However, the decline in community-based mental health services presents a critical challenge, as these services are essential for sustainable mental health support outside of hospital settings. In Indonesia, while academic stress is prevalent, the focus has been on improving institutional care and psychological support for students, yet there remains a gap in addressing stressors within the school environment. This study emphasizes the urgent need for inclusive, student-centered educational reforms that prioritize mental health support systems and advocate for the integration of mental health services into educational settings. The findings suggest that global educational policies must consider these country-specific challenges and trends in order to create more balanced academic environments that foster both mental well-being and academic success

BackgroundEmotional intelligence (EI) is increasingly recognized as an essential competency in medical education, yet evidence on its determinants and its relationship with mental health among Chinese medical students remains limited. This study examined factors associated with EI, explored its associations with stress, anxiety, and depression, and assessed whether EI mediates gender differences in psychological outcomes.MethodsThe study involved undergraduate medical students from the 1st, 3rd, 5th, 7th, and 9th semesters at the Norman Bethune Health Science Center of Jilin University. An online questionnaire was administered, including sociodemographic questions and validated scales to assess perceived stress, anxiety, depression, and EI. Additional data on factors such as leadership experience and participation in competitive activities were also collected. Descriptive statistics, t-tests, ANOVA, Pearson correlations, and multivariate logistic regression analyses were used to evaluate associations. Mediation analyses tested whether EI mediated the relationship between gender and mental health indicators.ResultsA total of 1,376 medical students were included (mean EI = 4.86 ± 0.81). EI differed significantly by gender, academic semester, leadership experience, and competition participation (all p < 0.05). Students reporting stress (53%), anxiety (9%), or depression (18%) had markedly lower EI scores (all p < 0.001). Higher EI was independently associated with lower odds of stress (OR 0.20), anxiety (OR 0.14), and depression (OR 0.12) in adjusted models (all p < 0.001). Mediation analysis indicated that EI partially accounted for gender differences in psychological outcomes, explaining 36.4% of the total effect on anxiety and 38.3% on depression. These findings highlight the protective role of EI in medical students’ mental health and its contribution to gender-related differences in psychological well-being.ConclusionsEI plays a protective role in the mental health of medical students and partially explains gender disparities in anxiety and depression. As EI is a modifiable competency, incorporating EI-focused training, leadership development, and experiential learning into medical curricula may strengthen students’ emotional skills and psychological resilience. Future longitudinal and multi-institutional studies are needed to evaluate the long-term impact of EI-enhancing strategies within medical education.

Objective: The objective of this study was to model psychological well-being based on attachment styles, personality traits, and defense mechanisms, with the mediating role of coping strategies among emergency medical service personnel. Methods and Materials: The research sample consisted of 210 emergency medical service personnel from the southwest region of Tehran province, selected using purposive sampling. The study utilized a correlational design, and data were collected using standardized questionnaires, including the Ryff Psychological Well-being Scale, the Revised Adult Attachment Scale (RAAS), the Big Five Personality Traits Questionnaire, the Defense Style Questionnaire (DSQ-40), and the Lazarus and Folkman Coping Strategies Questionnaire. Data were analyzed using SPSS version 26 and AMOS version 24 for structural equation modeling (SEM), and bootstrapping was employed to test the mediating effects of coping strategies. Findings: The results showed that attachment styles significantly predict psychological well-being with the mediation of coping strategies. A negative relationship was found between anxious and avoidant attachment styles and psychological well-being, while a positive relationship existed between secure attachment and psychological well-being. Personality traits also significantly predicted psychological well-being, with neuroticism negatively impacting it and traits such as openness, agreeableness, extraversion, and conscientiousness enhancing it. Additionally, defense mechanisms had a significant relationship with psychological well-being through coping strategies, with emotion-focused coping strategies negatively affecting well-being. Conclusion: The findings highlight the significant role of attachment styles, personality traits, and defense mechanisms in predicting psychological well-being through coping strategies among emergency medical service personnel. Training programs that focus on enhancing effective coping strategies and resilience could improve their psychological well-being and overall life satisfaction. These results suggest that psychological interventions should consider individual differences in attachment styles and personality traits to promote better mental health outcomes.

The objective of this study was to investigate the interplay between perceived stress, sleep quality, and coping mechanisms among medical students, with a view to understand their implications for Sustainable Development Goal 3 (SDG 3) - "Good Health and Well-being," and considering environmental factors. Conducted as a cross-sectional study and 300 medical university students (152 men, 148 women), aged 18 to 25 years (mean age = 22.73, SD = 1.78), were selected using stratified random sampling based on their academic year. The study employed the Perceived Stress Scale, General Sleep Scale, and Brief COPE to assess the study variables. The results revealed gender differences in coping strategies, with female students exhibiting higher scores in avoidant and emotion-focused coping, while male students leaned towards problem-focused coping. Notably, perceived stress and avoidant coping emerged as significant predictors of poor sleep quality (p&lt;.05) among the participants. This study found significant relationship among use of green spaces, stress, sleep quality, and coping strategies among medical students, aligning with SDG 3's objective of ensuring healthy lives and promoting well-being for all. Furthermore, while the study did not directly address environmental factors, it indirectly emphasizes the importance of creating conducive environments for health and well-being. Environmental considerations such as access to green spaces and a healthy physical environment can influence individuals' stress levels and sleep quality, contributing to holistic health outcomes. Given these findings, the study recommends that counseling centers in universities develop strategies for managing students' stress and sleep quality, while promoting healthy coping skills. By addressing these factors comprehensively, universities can contribute to enhancing students' psychological well-being and advancing progress towards SDG 3 and create sustainable and healthy environments, as outlined in SDG 13 (Climate Action), to complement initiatives focused on fostering sustainable environments conducive to health and well-being.

Introduction: Sleep deprivation is a growing problem, especially among medical students who must meet high academic standards, as well as, their parent’s expectations. Since poor sleep quality and daytime sleepiness have important consequences in the mental health of medical undergraduate students the management of these problems would begin with and be guided by assessment of these sleep-related and mental health parameters. Aim: To evaluate the sleep quality and effects of sleep deprivation on the psychological well-being and mental health of undergraduate medical students. Materials and Methods: This was a cross-sectional descriptive study conducted by Department of Psychiatry, G.S. Medical College and Hospital Pilkhuwa, Hapur, Uttar Pradesh, India, on undergraduate students, for a period of a month in May 2022. Four hundred medical undergraduate students from 1st, 2nd, 3rd part 1 and 3rd part 2 Bachelor in Medicine and Bachelor in Surgery (MBBS) years, who fulfilled the inclusion and exclusion criteria, were enrolled in the present study after their informed consent was taken. Epworth Sleepiness Scale (EPSS), Pittsburgh Sleep Quality Index (PSQI), Depression Anxiety Stress Scale 21 (DASS-21), and Psychological General Well-Being Index (PGWBI) were used to assess the participants. Sleep quality and sleepiness were correlated with anxiety depression, stress, and subjective general well-being using Spearman’s coefficient with significance at 0.05 and 0.001 levels. Results: The study participants were in the age group of 17-24 years and majority of the students (n=130, 32.5%) were 20-yearold. Females accounted for near half of the study participants (n=190, 47.5%). Most of the students in the participant group had poor sleep quality with a mean of 6.75±1.811 and issues of daytime sleepiness (10.68±3.481). The DASS-21 revealed severe anxiety (15.5±2.473) and moderate stress (22.89±3.396) levels. Significant positive correlation was seen between the anxiety (r=0.110; p-value &lt;0.05) and stress (r=0.452; p-value &lt;0.01) index with EPSS. A significant positive correlation was found between anxiety (r=0.118, p-value &lt;0.05), stress (r=0.410; p-value &lt;0.01) and psychological well-being (r=0.119; p-value &lt;0.01) and PSQI score. Conclusion: The study revealed that, many undergraduate medical students in different semesters slept insufficiently and struggled with daytime tiredness. Among the students, higher stress and anxiety levels, along with a low level of subjective psychological well-being were discovered. Additionally, the study revealed higher levels of anxiety and stress in medical undergraduates, who had poorer sleep quality and excessive daytime sleepiness. Also, students with poor quality of sleep had lower psychological general well-being.

Introduction. The academic period in medical courses is characterized by intense intellectual, emotional, and social demands, which can significantly impact students’ mental health. High workloads, pressure for academic performance, clinical requirements, and the inherent competitiveness of the course contribute to the onset of symptoms such as anxiety, depression, stress, and burnout, affecting physical, psychological, and social well-being.Objectives. This study aims to investigate the impacts of academic workload on the mental health of medical students, the coping strategies adopted, and the use of psychotropic drugs.Rationale. The research is relevant as it provides updated evidence on the determinants of mental health in medical students, contributing to the understanding of risk factors, protective mechanisms, and effective interventions.Methodology. This is a systematic literature review that followed the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) to select articles published between 2020 and 2025 in PubMed and SciELO databases. Studies addressing the mental health of medical students, coping strategies, and the use of psychotropic drugs, in Portuguese, English, or Spanish, with full-text availability were included. Studies outside the defined period or not freely accessible in full text were excluded.Results and Discussion. The reviewed studies indicate that high academic workload is associated with the onset of anxiety, depression, burnout, and insomnia symptoms, influenced by psychological, physiological, and behavioral factors. Effective coping strategies include regular physical activity, time management, social support, psychological counseling, and collaborative study groups. The use of psychotropic drugs, including anxiolytics, antidepressants, and stimulants, has been reported and requires careful supervision to benefit students. Conclusion. It can be concluded that academic workload has a multifactorial impact on the mental health of medical students, favoring the emergence of emotional symptoms and the use of psychotropic drugs. The development of preventive strategies, individualized support, and the promotion of healthy habits are essential to preserve well-being and ensure quality of life.

The value of psychological principles has become apparent in medical settings, especially with the rise of patient-centered care. We aimed to provide a curriculum informing medical providers about the theoretical basis and clinical utility of the social-cognitive model of stress and coping. This workshop was delivered to an interprofessional team of faculty and trainees. Our initial pedagogical approach was to relate the concepts of cognitive appraisals and coping strategies to participants' own stress responses. We then used didactic presentation and small-group activities to explore ways to promote adaptive coping with patients to improve health outcomes. Learners participated in a mindfulness exercise, conceptualized coping strategies given a hypothetical case scenario, and, in small groups, role-played a patient encounter to construct an effective coping repertoire for the patient. Participants completed a prework self-assessment and workshop evaluation form. The 2.5-hour workshop had 48 participants from five professions (medicine, education, physician assistant, pharmacology, psychology). We received 35 evaluations (73% response rate). Learners reported increased real-world skills (M = 8.0 out of 10) and feeling better prepared for working in interprofessional settings (M = 7.6 out of 10). Qualitative feedback suggested that participants recognized the importance of individual differences in coping with stress and felt they could categorize strategies into emotion- or problem-focused coping. This workshop provided participants with basic knowledge about the social-cognitive model of stress and coping and allowed them to practice newly learned skills in a role-play as an interprofessional medical care team.

GLOOMY FACES BEHIND THE WHITE COATS: DEPRESSION IN MEDICAL STUDENTS CALLS FOR ACTION

Medical students have been considered as a vulnerable group at higher risk of mental health issues during the COVID-19 outbreak. We set out to detect symptoms of depression and anxiety in medical students in St. Petersburg (Russia) during the first wave of COVID-19 outbreak and explore the associations between psychosocial factors related to the pandemic and students' psychological well-being. An anonymous online survey of medical students was conducted in May-June 2020. The Hospital Anxiety and Depression Scale (HADS) was used for screening anxiety and depression symptoms. The final sample consisted of 144 students (78.5% females). About 69.4% of respondents reported that COVID-19 pandemic and social restrictions were a new source of stress in their lives. More than one-third (38.9%) of respondents reported a need for psychological (emotional) support due to a change in their daily life during the COVID-19 pandemic, with the vast majority (83.9%) of these respondents indicated an increased need for support in this specific period. Symptoms of anxiety were reported by 55.8% of females (HADS score: 9.05 ± 4.69) and 48.4% of males (8.09 ± 5.0), and symptoms of depression were found in 38.9% of females (6.40 ± 3.57) and 41.9% of males (6.16 ± 3.21). These findings indicate that it is necessary to develop additional measures for the prevention and early diagnosis of mental disorders along with right levels of support for wellbeing and mental health of medical students in this ongoing pandemic.

Despite the increase in awareness and support for mental health, college students’ mental health is reported to decline every year in many countries. Several interactive technologies for mental health have been proposed and are aiming to make therapeutic service more accessible, but most of them only provide one-way passive contents for their users, such as psycho-education, health monitoring, and clinical assessment. We present a robotic coach that not only delivers interactive positive psychology interventions but also provides other useful skills to build rapport with college students. Results from our on-campus housing deployment feasibility study showed that the robotic intervention showed significant association with increases in students’ psychological well-being, mood, and motivation to change. We further found that students’ personality traits were associated with the intervention outcomes as well as their working alliance with the robot and their satisfaction with the interventions. Also, students’ working alliance with the robot was shown to be associated with their pre-to-post change in motivation for better well-being. Analyses on students’ behavioral cues showed that several verbal and nonverbal behaviors were associated with the change in self-reported intervention outcomes. The qualitative analyses on the post-study interview suggest that the robotic coach’s companionship made a positive impression on students, but also revealed areas for improvement in the design of the robotic coach. Results from our feasibility study give insight into how learning users’ traits and recognizing behavioral cues can help an AI agent provide personalized intervention experiences for better mental health outcomes

BackgroundMedical and dental students face significant psychological challenges due to rigorous academic demands and clinical responsibilities, which often lead to depression, anxiety, and stress (DAS). The COVID-19 pandemic has worsened these issues internationally, and Saudi Arabia (SA) is not an exclusion. This study aimed to measure the prevalence of DAS among Saudi Arabian medical and dental students and determine significant socio-demographic and academic factors affecting their psychological well-being especially post worldwide pandemics.MethodsA cross-sectional survey was carried out among Saudi Arabian medical and dental students in July and August 2021. An online survey that included demographic information and the depression, anxiety, and stress (DASS-21) scale was used to gather data. It was disseminated nationwide via university emails and academic platforms. A total of 715 students participated in the survey, of whom 550 were dental students and 165 were medical students. Statistical analysis, including ordinal regression, was carried out using SPSS to assess the relationships between mental health outcomes and characteristics including study field, academic phase, and geography. Data were documented and statistically analyzed, and statistical significance was set at p < 0.05 for all parameters and tests. Cronbach’s alpha scores for all DASS-21 subscales were more than 0.87, confirming the instrument’s reliability.ResultsThe prevalence rates of stress, anxiety, and depression were 88.5%, 67.3%, and 51.3%, respectively. Medical students reported higher levels of extreme stress (38.2%) and anxiety (42.4%) than dental students (30.4% and 24.7%, respectively). Medical students reported considerably higher stress in their clinical phase compared with their counterparts in preclinical phase. Preclinical dental students showed higher anxiety and depression than clinical students. Socio-demographic characteristics such as living conditions and region showed significant differences (p < 0.05), while gender and marital status exhibited no significant differences.ConclusionThis study reveals a high prevalence of psychological distress among medical and dental students in Saudi Arabia, particularly clinical medical and preclinical dental students. These findings emphasize the need for targeted interventions to address academic stress and enhance mental well-being, emphasizing the importance of collaborative efforts to support students’ mental health and resilience.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-07817-0.

The mental health of medical students is a growing concern worldwide, with studies indicating high levels of stress, anxiety, and depression among this population. In a South African context, this review aims to review the existing literature on mental health needs and challenges among medical students in South Africa. The rationale for this review is crucial to identify gaps, understand unique contextual factors, and inform the development of targeted interventions and support tailored to the specific needs of South African medical students. This review followed a scoping review framework by Arksey and O’Malley which consists of five stages. The review was initiated in December 2023. The search process was conducted on the following electronic databases: PubMed, Psych-info, Scopus, Google Scholar, and Science Direct. The search terms of this review were “Medical students” OR “Mental health”, OR “Challenges”, OR “South Africa”, OR “Universities” OR “Needs”, OR “Support systems”, OR “Mental health interventions”. This study included articles published in English between 2010 and 2023. After a thorough review of the literature, only eight articles met the inclusion criteria. This study excluded articles that were not published in English, articles published before 2010, full-text articles that could not be retrieved, and studies that did not address the mental health needs and challenges faced by medical students and risk factors contributing to mental issues among South African medical students. The review yielded only three themes utilizing Creswell’s Tesch method of data analysis. (1) Prevalence of mental health disorders, (2) risk factors contributing to poor mental health, and (3) available university support systems and interventions. Therefore, the unique aspect of our review lies in shedding light on the underexplored intersections between mental health and the unique context of medical education in South Africa. This includes examining the impact of historical, cultural, and institutional factors on the mental health and well-being of medical students, which has not been comprehensively addressed in previous literature in terms of the South African context. The findings of this review highlight the importance of implementing comprehensive mental health support programs within medical education institutions to address the needs of students and promote their well-being.

IntroductionThe mental health of medical students is a key factor for academic performance and the delivery of high-quality medical care in the future. Globally, medical students face numerous challenges that can affect their education. Living and studying facing the war has a crucial influence on medical students’ education and daily life. The study aimed to determine the psychological well-being and academic achievements of Ukrainian medical students who lived in the rear areas after the 18 months of the Russian–Ukrainian war.MethodsThe cross-sectional study was conducted at I.Ya. Horbachevsky Ternopil National Medical University. We analyzed the psychological well-being and educational achievements of medical students from the second to fifth year of Medical Faculty using the self-report scales DASS-21 and IES-R. A total of 776 students filled out the DASS-21 scale and 491 IES-R scale, respectively.ResultsFollowing the first 18 months of the war, 62.5, 59.6, and 58.8% of Ukrainian medical students self-reported signs of stress, anxiety, and depression, respectively. Severe and extremely severe depressive symptoms were observed in 25.6% of students, anxiety in 31.9%, and stress in 29.7%, with a higher prevalence among female students. Additionally, 44.2% of responders had significant symptoms of post-traumatic stress disorder, with the highest scores on the hyperarousal subscale (>37). Academic performance in 2023 was significantly lower compared to the pre-war period in 2019 (p < 0.001) (p = 0.000). The multiple linear regression analysis showed that academic performance was positively associated with depression (p = 0.003), hyperarousal (p < 0.001), anxiety (p = 0.03), and negatively associated with stress (p = 0.002).ConclusionUkrainian medical students in rear areas are facing various challenges, with war-related stressors having a profound impact on their mental health. Our findings have shown an increasing prevalence of anxiety, stress, depression, and symptoms of post-traumatic stress disorder, all of which may negatively affect academic performance. The educational process during wartime is important for facilitating qualified medical personnel and quality healthcare. Understanding the burden of war allows for the development of wellness programs that support student mental health in conflict zones.

Objectives A diabetic foot ulcer (DFU) is a most typical complication of diabetes mellitus that occurs due to poor glycaemic control, improper foot care, and dry skin. Well-being may be adversely affected by non-healing wounds. Inadequate coping strategies lead to adverse effects. The objective of this study is to evaluate the correlation between psychological well-being and coping strategies among patients with DFU. Material and Methods A non-experimental correlative study was conducted among patients (n=90) with DFU in a selected hospital in Karnataka. Patients were selected purposively based on inclusion and exclusion criteria. Data was collected using a psychological general well-being scale and brief COPE questionnaire. Results The findings of the study revealed that 43 (47.8%) participants showed strong distress. There was a negative correlation of psychological well-being with problem-focused coping (r=- 0.22, p=0.03) and avoidant-focused coping (r=- 0.34, p=0.01). There was a significant association between psychological well-being and age (p=0.022) and monthly income (p=0.03). Emotional coping strategies were associated with the type of family (p=0.006), and avoidant coping strategies were associated with the age of the patients (p=0.021). Conclusion This study showed that patients with diabetic feet were in strong distress. A negative correlation existed between psychological well-being and coping strategies such as problem-focused coping and avoidant-focused coping. The study highlights the need for behavioural therapies regarding the adaptation of coping strategies to manage their actions and emotions.

Background Social media addiction has emerged as a growing concern, particularly among young adults, including medical students who face unique stressors and demands. The widespread usage of social media platforms can lead to addictive behaviors affecting mental health, academic performance, and interpersonal relationships. Understanding the relationship between social media addiction, personality traits, social interaction, and overall well-being is crucial for developing effective interventions to support this vulnerable group. Aim To study the relationship of social media addiction with social interaction, well-being, and personality in medical students. Materials and methods A cross-sectional study was conducted with 300 students from a medical institution, including both undergraduate and postgraduate levels. Data were collected through an online survey, administered via Google Forms. Social Media Addiction Scale-Student Form (SMA-SF), Social Interaction Anxiety Scale and Social Phobia Scale, Medical Student Well-Being Index (MSWBI), Three-Item Loneliness Scale (T-ILS), and Short Big Five Inventory Scale (BFI-10) were applied to all the participants. Results A total of 292 medical students participated in the study, comprising 122 males and 170 females. The analysis revealed that both male and female students exhibit similar levels of susceptibility to social media addiction, as evidenced by comparable scores on measures of social media addiction, social interaction anxiety, social phobia, loneliness, well-being, and personality traits. Regression analysis identified time spent on social media and agreeableness as significant predictors of social media addiction, with no signs of multicollinearity. These findings indicate that male and female medical students share similar psychological profiles, highlighting critical factors that influence social media usage within this population. Conclusion This study highlights a significant prevalence of social media addiction among medical students, affecting 76.7% (n = 224) of participants, with slightly higher rates observed among females (n = 132, 78%) compared to males (n = 92, 72%). This addiction correlates with adverse psychological traits such as heightened social interaction anxiety, social phobia, and loneliness, along with personality traits like neuroticism. Both genders exhibit similar susceptibility to addiction, influenced by factors such as time spent socializing and agreeableness. Addressing these findings through targeted interventions could improve medical students' overall well-being and mental health outcomes, underscoring the need for further research and effective strategies in academic settings.