Stress In Medical Students Research Articles

Study of anxiety, stress, and depression level among medical students during COVID-19 pandemic phase in Jamnagar city

Background: Medical education is a known stressor for medical students. Anxiety, depression, and stress are common in medical students due to different stressors in medical education, as suggested by the previous studies. Aim and Objective: This study was conducted to evaluate mental status and prevalence of anxiety, stress, and depression among medical students during coronavirus disease (COVID)-19 phase. Materials and Methods: This study was conducted in 250 1st-year MBBS students of Shri M. P. Shah Government Medical College, Jamnagar, after getting approval from the Institutional Ethical Committee. Pre-structured questionnaire-based DASS21 scale was used to conduct this study through Google form after obtaining written consent from the students. Results: In our study, we found that prevalence of anxiety, stress, and depression in 1st-year medical students was 17.20%, 15.60%, and 10.80%, respectively. Conclusion: In our study, we found that anxiety, depression, and stress are present in medical students. In COVID-19 phase, students are not attending medical colleges and all the teaching process is online. Even at home, medical students are suffering from anxiety, depression, and stress. Early evaluation and intervention should be done to reduce anxiety, depression, and stress in medical students.

Stress, its determinants and its association with academic performance among the students of a medical college in Kerala

Introduction: Medical education is one of the most stressful academic curricula worldwide, negatively affecting the health of medical students. Stress in medical students if not tackled in time, can have professional ramifications, as well as personal consequences. Hence, in this background, this study was undertaken to find out the prevalence of stress among medical students, its determinants and its association with academic performance. Material and Methods: This was a cross-sectional study done at a medical college, Wayanad district, between January and June 2019. All the undergraduate medical students of the college were the study subjects. Data were collected using a predesigned and pretested self-administered questionnaire, the first part of which had questions pertaining to basic sociodemographic details, factors affecting stress, and their academic performance, and the second part was the Medical Student Stress Questionnaire. Completed responses were obtained from a total of 605 students. Results: About 29.8%, 53.6%, 16.7% and 0% were found to have no/mild stress, moderate stress, high stress and severe stress respectively. The prevalence of moderate/high stress was more among 25–26 years, males, married, Phase I MBBS, government quota, Muslim, urban origin, and day scholar students. However, only religion and place of origin were found to have a significant association (P = Conclusion: The prevalence of stress among the participants was low. Muslim religion and urban origin were found to have a significant association with the prevalence of moderate/high stress. There was a very weak positive correlation between the percentage of marks obtained and total stress scores.

The lived experience of stress in British South-Asian medical students and junior doctors.

Stress is an acknowledged element of the medical profession; how cultural backgrounds may affect the perception of stress is understudied. This study aimed to examine the stress-related experiences of British South Asian medical students and junior doctors, and to explore their coping mechanisms. Semi-structured interviews were conducted with five participants at various stages of medical training. All participants reported stress, anxiety or depression and were of a British South Asian heritage. An Interpretative Phenomenological Analysis was undertaken and three master themes were identified. These themes follow a narrative journey. The first theme was Individualism and External Reasoning, and referred to the factors that influenced participants career choices - both internal (e.g. a sense of self-efficacy) and external (e.g. prior exposure to the medical career). Secondly, Stress and Vulnerability examined the stress the participants experienced as a result of either internal stressors (e.g. perfectionism) or external stressors (e.g. social comparison). The last theme, Perseverance and Coping, referred to the coping strategies that participants developed to deal with aforementioned stressors, which varied from self-harm to visualisation. The choice to pursue a medical career was based on self-efficacy, prior exposure, and the perceived prestige of the vocation. Stressors and related coping mechanisms varied within the cohort, depending on social, environmental, and psychological circumstances. Whilst stress management interventions should take a personalised approach, considering individual cultural backgrounds; the systemic factors within medical training that directly lead to stress have to be addressed rather than merely acknowledged.

Quantitative analysis of mental stress in newly joined undergraduate medical students

Background: The present study was aimed to estimate and compare the level of mental stress in newly joined 1st-year undergraduate medical students. Aims and Objectives: The objectives of this study were to estimate and compare the level of mental stress in 1st-year undergraduate medical students at joining and after 2 months of joining the course. Materials and Methods: Newly joined 98 1st-year undergraduate MBBS students of either gender (female = 54 and male = 44) were selected as study participants. At joining and after 2 months of joining the course, baseline and postcounseling perceived stress scale (PSS) scores were measured using PSS, respectively. For the first 2 months, after joining counseling and yoga interventions were given for all the study participants. The data collected were statistically analyzed by paired t-test. Results: Regular counseling based interventions and yoga sessions for the initial 2 months of the course caused a significant reduction in post-counseling PSS score (P < 0.0001) compared to its baseline value. Conclusion: Significant reduction in post-counseling PSS score is suggestive of the effectiveness of the proper counseling sessions and yoga workout.

Correlation between stress scores and self-regulated learning perception scores in Pakistani students.

To find out the correlation between levels of stress and self-regulated learning skills in medical students. The quantitative correlational study was conducted in January 2018 at the University College of Medicine and Dentistry, Lahore, Pakistan, and comprised regular medical students enrolled in first to fifth year. Data was collected using Perceived stress scale-14 and Self-regulated learning perception scale questionnaires to identify the levels of stress and self-regulated learning skills. Data was collected at one point of time and analysed using SPSS 25. Of the 350 students approached, 295(84%) filled in the questionnaire. Of them, 118(62.4%) were females and 111(37.6%) were males. No significant differences were found between the scores of male and female students (p>0.05). There was a moderate positive correlation between stress and self-regulated learning skills (p<0.05). Self-regulated learning skills can play a vital role in coping with stress and identifying a goal.

Prevalence of stress in MBBS medical students

Prevalence of stress in MBBS medical students

Pattern of sleep quality and depression, stress and anxiety in medical students: A cross-sectional comparison study over spans of medical years

Pattern of sleep quality and depression, stress and anxiety in medical students: A cross-sectional comparison study over spans of medical years

Stress, Stressors and Undergraduate Students: A Mini-Review

Stressors are defined as personal and environmental experiences which result in stress. Universities are considered as excellent centers for education, yet some students fail to benefit due to various reasons.[1] Education is one of the basic needs and in turn a right of all human beings. Student life has many benefits, but it also imposes inexorable stress. The environment of medical education and practice has long been considered a stressful one. [2] Stress in medical students is not uncommon and is process orientated. After entering a medical college, a student for the first-time experience so closely so many peoples ‘joy as during child birth and sorrow as during death of a patient in a place which may cause some emotional disturbance to the student also for the beginning phases of student life.[3] In this review, we have tried to gauge some of the reasons behind it and caste a glance on the various studies conducted so far. Though we have tried majorly to include researches pertaining to Stress and stressor amongst medical students across the globe, we have also evaluated the role of stress in other faculties too. A few introductory remarks on role of parents in coping with this burning issue along with concept of Burnout have also been incorporated.

Tolerance of ambiguity and psychological well-being in medical training: A systematic review.

ContextThe prevalence of stress, burnout and mental health disorders in medical students and doctors is high. It has been proposed that there may be an association between levels of tolerance of ambiguity (ie an ability to tolerate a lack of reliable, credible or adequate information) in clinical work and psychological well‐being within this population. The aims of this systematic review were: (i) to assess the nature and extent of the literature available, in order to determine if there is an association, and (ii) to develop a conceptual model proposing possible mechanisms to underpin any association, in order to inform subsequent research.Methods MEDLINE, Cumulative Index to Nursing and Allied Health Literature (CINAHL) and PsycINFO databases were searched for articles published from inception to September 2018. Additional literature was identified by searching the reference lists of included articles, forward searches of included articles, hand searches of key journals and a grey literature search. Of the 671 studies identified, 11 met the inclusion criteria. A qualitative synthesis of included studies was performed.ResultsAll 11 included studies reported an association between a lower level of tolerance of ambiguity or uncertainty and reduced psychological well‐being. Included studies were heterogeneous in terms of population and measurement approach, and were often of low methodological quality. Subsets of items from previously developed scales were often used without sufficient consideration of the impact of new combinations of items on scale validity. Similar scales were also scored inconsistently between studies, making comparison difficult.ConclusionsThere appears to be an association between tolerance of ambiguity and psychological well‐being. This provides new opportunities to understand and prevent the development of stress, burnout and mental health disorders in medical students and doctors. The conceptual model developed provides a framework for future research, which we hope will prevent wasted research effort through duplication and promote higher methodological quality.

Sleep disturbances and stress among foreign medical students at European University, Georgia.

This article was migrated. The article was marked as recommended. Introduction: The present study is the first attempt to assess the stressors associated with students' life, daytime sleepiness, and pre-sleep arousal and to study the relationship between stress and sleep disturbance among foreign medical students in Georgia. Methodology: Forty-four foreign volunteer students from the European University, Tbilisi, Georgia participated in this study in November 2018. Participants completed Epworth the Sleepiness Scale (ESS), Pre-Sleep Arousal Scale (PSAS), and Student-Life Stress Inventory (SLSI), and the data were statistically analysed. Results: ESS scores were slightly higher than the normal value in the general population (7.25 ± 3.00). Students revealed high somatic (13.55 ± 4.39) and cognitive PSAS scores (18.05 ± 6.13) and high overall self-rating (1.95 ± 0.57) and total SLSI scores (143.86 ± 40.33). ESS scores were slightly higher in females (7.86 ± 3.00 vs 6.64 ± 2.94). Females showed higher somatic (13.73 ± 3.71 vs 13.36 ± 5.07) and cognitive PSAS scores (18.36 ± 5.34 vs 17.73 ± 6.94). Overall, self-rating and total SLSI scores were slightly higher among males (2.00 ± 0.69 vs 1.91 ± 0.43 and 146.55 ± 42.48 vs 141.18 ± 38.86, respectively). The differences were not statistically significant. In females, only the cognitive pre-sleep arousal was significantly correlated with ESS (p<0.05), overall self-rating (p<0.05), and total SLSI scores (p<0.05). In males, ESS showed significant correlation with both somatic and cognitive PSAS scores (p<0.05). ESS showed significant association with overall self-rating (p<0.01), which in turn was significantly associated with somatic and cognitive arousal (p<0.05). Both somatic and cognitive arousal were strongly correlated with total SLSI scores (p<0.01). Conclusion: Medical students are at high risk of developing sleep disturbance and psycho-behavioural difficulties. Additional studies are needed to assess the specific relationship among sleep patterns, stress, and academic performance of foreign medical students.

Sweating Out Stress: Comparing Medical Student Burnout in Group vs Individual Exercise

Purpose: The topic of burnout is growing in popularity within medical education. Since it has been widely accepted that exercise can improve mental health, this study aimed to identify the types of exercise that best improve stress, burnout, well-being, and academic performance in medical students. Methods: This prospective mixed methods study compared medical students’ exercise habits to indicators of their well-being, burnout, stress, and academic performance. The expanded Physician Well Being Index was used to measure quality of life, burnout, fatigue, meaning of work, and satisfaction of work/life balance. An original survey instrument was used to collect baseline data on participants’ approach to physical health and the role it plays in well-being. Results: Results from students who completed the ePWBI at the three offered time points (n=43) were analyzed using repeated measures analysis of variance techniques. We found significant linear trends at all three time points showing lower ePWBI scores (range -2 to 9) in the following pattern: group exercise < individual exercise < group and individual exercise < neither group nor individual exercise. At the beginning of the study, the trend for the ePWBI showed group exercise superior to all others (group, mean =-0.57; individual, mean = 0.78; group and individual, mean = 1.13; neither group nor individual exercise, mean = 1.80, p=0.037). A similar trend was found for the halfway point (group, mean =-0.14; individual, mean = 0.83; group and individual, mean = 1.50; neither group nor individual exercise, mean = 1.80, p=0.022), and the conclusion (group, mean =-0.29; individual, mean = 0.43; group and individual, mean = 1.00; neither group nor individual exercise, mean = 2.00, p=0.050). When looking at matched survey responses across the three time points, 20 out of 43 students quoted time as their greatest barrier to more routine exercise. When surveyed about overcoming this barrier, 19 students stated that improved motivation and prioritization would enable them to exercise more regularly. Thirteen students noted that lack of control over their medical school schedule keeps them from achieving exercise goals. Conclusion: This prospective study identified the trend that medical students who participate in group exercise have improved well-being when compared to students who do not participate in group exercise.

Association of Depression, Anxiety and Stress in Medical Students Studying in Modular, Semester and Annual Examination System

Background: When there are high demands besides less resources, a person experiences a feeling of fear that is known as “Stress”. Students of professional schools/colleges and universities are encounter more stress than the general population as they are in a transitory phase from adolescence to adulthood. It has been highlighted that medical education has greater association with stress. There are three examination systems that are been followed by medical colleges of Pakistan (modular, semester and annual systems). However, to the best of our knowledge, no data is available to show the association of stress with current examination systems in our country.&#x0D; Aims: The objectives of our study were to find out the association of stress with different examination systems and to identify the frequency of stress causing and coping factors adopted by 1st, 2nd and 3rd year medical students studying in colleges having different examination systems i.e. modular, semester and annual.&#x0D; Study Design: Comparative cross-sectional study.&#x0D; Place &amp; Duration of Study: This study was conducted from December 2018 to April 2019 in three medical colleges of Sindh having above mentioned examination systems.&#x0D; Study Population: Medical students of 1st 2nd and 3rd year.&#x0D; Methodology: To assess depression, anxiety and stress among study population, DASS Scale was used. To identify the stress causing and coping factors in the students Likert scale based proforma with 19 factors were given to the selected participants&#x0D; Results: There was no significant association of examination system with depression, anxiety and stress, however various stress causing and coping factors were found significant in altering medical student`s life.&#x0D; Conclusion: According to our study, the frequency of stress in the medial students has no association with the examination systems (modular, semester and annual), currently followed by the medical colleges in Sindh, Pakistan.

Dry Eye Symptoms May Have Association With Psychological Stress in Medical Students.

To evaluate the prevalence and risk factors of symptomatic dry eye disease (DED) among medical students. This cross-sectional study included 209 students at a medical school in Korea. Dry eye symptoms were assessed using a 9-item questionnaire, and DED was defined as having one or more dry eye symptoms often or all the time. The ocular surface disease index (OSDI) and visual analog scale (VAS) questionnaires were also administered to quantify the dry eye symptoms. A survey including demographic data, potential risk factors for DED, personal habits, and psychological stress was also performed. Of the 209 students, 188 (93 men and 95 women) completed the survey. The average age was 28.0±2.5 (mean±SD; range, 23-37) years. Prevalence of DED was 27.1% (51/188). Participants with DED had significantly higher VAS and OSDI than those without DED (P<0.001 for both). Univariate analysis revealed that female sex (P=0.001), contact lens (CL) wear (P=0.034), prolonged computer use (P=0.001), and higher psychological stress score (P<0.001) had significant association with DED. Multivariate analysis also showed the significant association between DED and female sex (P=0.026), CL wear (P=0.042), prolonged computer use (P=0.004), and higher stress score (P=0.014). Symptomatic DED was prevalent among medical students. Increased psychological stress was associated with higher risk of DED. Its risk also increased among women, CL wearers, and prolonged computer users.

Effect of Pranayama and “OM” meditation on visual reaction time, hand grip dynamometer endurance and stress in medical students

Effect of Pranayama and “OM” meditation on visual reaction time, hand grip dynamometer endurance and stress in medical students

Risk of stress and burnout in medical students: Cross-sectional study in Constantine - January 2018

To evaluate the stress and the Burnout syndrome among the students of the faculty of medicine at the university Salah Boubnider Constantine 3. In January 2018, a cross-sectional survey was conducted among students at the Faculty of Medicine of Constantine. A voluntary, anonymous self-questionnaire collected information on age, sex, weekly working time at home, level of perceived stress (Cohen score/40), and burn-out syndrome. (Scale MBI: Maslach Burnout Inventory). The MBI explores 3 scores, namely exhaustion (9 Questions/54), depersonalization (5Q/30) and personal accomplishment (8Q/48). 253 students were included, 114 external, 93 internal and 46 residents. The mean age was 24.9 years (SD = 1.8), the sex ratio H: F was 0.16. The average duration of work at home was 17.6 hours/week (SD = 15, 2) the equivalent of 4.5 days/week (SD = 1.9). The average stress score was 19.0 (SD = 6.1), mean MBI scores were for exhaustion of 29.0 (SD = 10.1), depersonalization of 9.6 (SD = 6.2) and the achievement of 31.7 (SD = 7.9). A total of 43.48% of students reported high stress (Cohen score > 24), 44.6% reported high burnout (exhaustion score > 38 and depersonalization score > 16). The correlation coefficient Perceived Stress Scale Scoring and Burn-Out Syndrome was r 2 = 0.25 ( P < 10 −6 ). The stress and burnout risks are a growing reality for students. Reducing the impact of these risks on academic performance and academic health is a challenge for health authorities. The implementation of a policy of prevention, of health education adjusted to the risk detected through the PSSS and MBI scores, as well as a screening and care specific to the student population became a state duty to anticipate the exposure and decrease the prospective morbid burden.

Effects of peppermint, chewing gum on memory, cognition, alertness, reaction time, arithmetic skills and athletic performance during laboratory induced stress in undergraduate medical students

Background: Many medical students are dealing with day to day stress in their lives and they need to be both physically and mentally active to counter and overcome their daily problems. In such scenario, a non-pharmacological adjunct could prove useful to counter all of it so that they can work more efficiently. Many universities do recommend the use of peppermints and chewing gums. This study is conducted to see if any of these items actually have an influence on cognitive and physical abilities.Methods: A non-randomized controlled trial was performed on the undergraduate medical students of N.K.P. Salve Institute of Medical Sciences and Research Centre belonging to the age group of 18-21 years. They were given normal flavoured gum, mint flavoured gum and peppermint. A series of cognitive and physiological tests in both stressful and stress free environments were performed.Results: Consumption of peppermint in a stressful environment showed increase in attention span of the subjects and it increased the intelligence Wechsler Adult Intelligence Scale-R (WAIS-R) in both stress free and stressful environments. As compared to normal gum, peppermint and peppermint gum proved to be more effective. There was no significant change observed in alertness, reaction time, arithmetic ability, short term memory and fatigue index in any of the subjects.Conclusions: Peppermint has caused increase in the attention span and intelligence of medical students in a stressful work scenario. Peppermint gum was found to be more beneficial than normal gum.

Mindfulness intervention for foundation year doctors: a feasibility study

BackgroundMindfulness has been shown to reduce stress and burnout in medical students and healthcare professionals. This is a quality improvement study which assessed the feasibility of conducting a full-scale evaluation of a mindfulness intervention among UK foundation doctors to reduce stress and burnout.MethodsThis is an uncontrolled before and after study taking place in a single university teaching hospital. The RE-AIM framework which comprises of five dimensions including Reach, Adoption, Effectiveness, Implementation, and Maintenance was used to guide this assessment. The intervention was a 6-week ‘Mindfulness in the Workplace’ course. The primary measure was change in self-reported levels of stress immediately before and after the course. Additional measures explored the subjective experiences of participating doctors through the use of questionnaires handed out before and after the course.ResultsAll 20 places on the course were filled from the population of 108 foundation doctors at the trust with an equal number of foundation year 1 (n = 10) and foundation year 2 (n = 10) doctors. Sixteen participants (80%) attended one or more sessions. The median baseline stress score of the participants was 6.5 (range = 2 to 9). The median post-course stress score was 5.0 (range = 2 to 8). The Mann-Witney test indicated that the stress levels of participants were significantly lower at the end of the course compared to baseline, U = 74.50, p = .04. Additional measures suggested that the intervention may be associated with some other potential promising benefits for doctors including greater wellbeing, improved working life, and more satisfactory relationships with patients. Implementation of this intervention requires further work at the institutional level because only 35% of participants completed the full intervention, the main barrier being work commitments.ConclusionThis is the first programme of research to evaluate the feasibility of trialling and implementing a modified ‘Mindfulness in the Workplace’ intervention for foundation junior doctors in the UK. Based on the findings from this study, we conclude that this intervention is promising but further modifications are required such as the use of validated outcome measures and improving delivery aspects before this intervention programme is trialled among foundation doctors in the UK.

Educator as Diagnostician, Judge and Confidant: a positioning analysis of medical student support encounters.

Medical schools, programs and educators are increasingly expected to address medical student stress and wellbeing, yet alsoensure student competence and fitness to practice. Educatorsplay a central role in supportingstudents whenevaluating astudent'sconcerns and in deciding whether support and/or sanction should be offered. It is not known how educators approach or resolve such potentially contradictory responses. We conducted an interview study of 21 medicaleducators from a range of professional backgrounds across 11 on-campus and clinical teaching sites. Using Positioning Theory to inform our thematic analysis, we found that participants adopted an overarching position of Diagnostician, and at times, two alternative positions, the Judge and the Confidant when supporting students. In their narratives of support encounters, individual students were positioned as Good Students or Troubling Students. For most, educator positions were fluid and responsive to the storylines enacted in encounters. Rigidlyadopting Judge or Confidant positions could lead to "failure to fail" and violations of professional boundaries. Positioning Theory locates student support in a moral space and helps explain the consternation experienced by educators when support is not effective. Positioning analysis offers a language, and metaphors which are meaningful to educators, for framing discussion and reviews of support practices and progression decisions. Such insights could encourage reflective practice and guide further research to inform practice when students with troubling concerns and persistently borderline performances require support.

Research of Adaptive Processes Development to Psychoemotional Stress in Medical Students

Psychoemotional stress that develops in dynamics of studying in university is a common factor of development of the vast group of neurogenic diseases.The objective of the research was to study the intersystem relations (integration) which are the base of development of organism's resistance to the effects of stress factors, i.e. the development of adaptive syndrome.The object of the research was a group of 256 medical students of 1–3 years which were examined in conditions of educational process. The peculiarities of intersystem integration of cardiorespiratory system based on coupling index (CI), and integrational brain activity based on intellectual workability in conditions of correction test (2 minutes of test, total percentage of completed work, number of mistakes) were studied.The research of complex of psychophysiological indicators in the dynamics of studying revealed the formation of chronic emotional stress in medical students, the severity of which depends on the individual characteristics of the psychophysiological status of students.Formation of adaptation to the educational stress has the stage character (3stages) – the initial period is accompanied by activation of non‐specific adaptive mechanisms in almost all students (1st stage). From the 2nd year, only in 40% of the students an adequate adaptation to the training load was formed – intellectual performance increases, with the background of rationalization of its vegetative support. Sustainable intersystem relationship that reveals increasing the body's integrity (2nd stage) is formed.In second group of students (43%) non‐specific adaptive mechanisms (1st stage) on the 2nd year of study goes into a stage of specific adaptation (2nd stage), but the severity of changes in psychophysiological indexes is strongly pronounced. On the 3rd year of study it leads to the depletion of adaptive capabilities (3rd stage).In 17% of students it was seen that the stage of activation of non‐specific adaptive mechanisms rapidly changed by their depletion, that is accompanied by decrease of intersystem integration and intellectual workability. This is the evidence of prevalence of disintegrational processes in the organism.Based on results of the research, a conclusion can be made that the formation of adaptive optimum to psychoemotional stress occurs only in 40% of students. The majority (60%) of students show either the initially insufficient adaptive capabilities, or their excessive intensity, that naturally leads to psychological and vegetative disorders in the organism.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Growth vs. Fixed Mindset and Perceived Stress in First and Second Year Medical Students

Burnout in medical professions is a growing concern, and as such, factors associated with burnout, such as stress, are being examined as early as medical school matriculation. By understanding the stress levels of medical students in their preclinical years, faculty can potentially assist students in the development of stress management techniques early on, enabling students to better handle the stress of medical school and in their careers as future physicians. A factor that has implications for how students approach the academic setting and how they manage stress is an individual's mindset. A person with a fixed mindset believes their intelligence is a static trait that will only be documented rather than be further developed. In comparison, individuals with a growth mindset believe they can change their intelligence through hard‐work. Growth mindset has been shown to be associated with greater academic success and resilience enduring stress.The goal of this study was first to determine first and second‐year medical students' perceived stress levels and whether the students held a fixed or a growth mindset. Additionally, this study aimed to determine if there is a relationship between perceived stress, mindset and academic performance during the preclinical years of medical school. In this pilot study, with IRB approval, first and second year medical students at a regional campus of a large Midwestern medical school completed the Perceived Stress scale, a 10 question Likert‐type inventory, as well as a 20 question Likert‐type scale to determine students' predominant mindset (growth versus fixed). Additionally, the relationships between mindset and scores on NBME subject exams in the preclinical years and USMLE Step 1, as well as perceived stress scores and NBME scores and USMLE Step 1 scores will be examined. Preliminary results showed that 12% of students had a strong growth mindset, and 70% of students had a growth mindset with some fixed ideas. The perceived stress scale scores ranged from 2–38 (40 max), with an average score of 12.9.A better understanding of students' perceived stress and their mindset about learning in medical school can provide potentially useful insight for instructors into the mindset of their students, allowing instructors to help guide students through the learning process and managing the stress that often accompanies this difficult academic path.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.