Well-being Of Medical Students Research Articles

VIDA UNIVERSITÁRIA E SAÚDE MENTAL: FORMAS DE ATENÇÃO E PROMOÇÃO À SAÚDE MENTAL DOS ESTUDANTES DE MEDICINA NO AMBIENTE ACADÊMICO

The transition period that young people face when they enter higher education is extremely important, as the start of academic life is marked by major challenges that involve changes, often extreme in the student’s life, such as leaving home, distance from family and the great demands that higher education imposes. This level of pressure can be a contributing factor to the development of mental disorders such as anxiety, depression and even suicidal ideation. It is important to emphasize that the university plays an important role in this transition, in welcoming and guiding these young people, both to prevent these conditions and to promote the mental health and well-being of medical students who are facing any of these disorders. This study showed that the implementation of promotion programs such as psychological and psycho-pedagogical support, the development of stress coping skills and mental health conversation circles are promising initiatives for improving these conditions and facilitating self-knowledge and self-care during the university journey.

A tripartite taxonomy of character strengths & virtues: toward professional identity formation in medical students & physicians

BackgroundThere are limited comprehensive descriptions of character strengths and virtues specific to the professional identity formation of medical students in the literature. This absence of a satisfactory summation of virtues has stimulated us to attempt a conceptual framework utilizing a tripartite taxonomy. This taxonomy reflects recent interest in and importance of justice and care of the self.MethodsOur taxonomy is grounded within a perennial tradition of medical ethics that focuses on the moral “excellences” or “virtues” that form the character of a good doctor, as acquired over time within a community of practice. Character refers to the whole set of excellences of a practitioner as a member of the medical community.ResultsWe propose a tripartite taxonomical classification of virtues as Other-Regarding Virtues, Self-Regarding Virtues, and Equal-Regarding Virtues. Though synergistic, each category is readily distinguishable with regard to a fundamental mindset. To thrive, a medical student must develop character strengths that encompass all three categories.ConclusionsOur goal in introducing this tripartite taxonomy is to provide a framework of virtues to contribute to the definition of professional identity. We envision the taxonomy will provide a structure for professional identity formation curriculum development and organize the ever-elusive assessment of professionalism in learners. This taxonomy can also be viewed as an aspirational roadmap for practicing physicians and educators, and as a compass for their daily consciousness. We believe that this taxonomy will enhance the well-being and development of physicians and medical students, and the patients in their care.

The Western Australian medical schools mindfulness project: a randomised controlled trial

BackgroundEvidence for the longer-term benefits of online mindfulness training for medical students, including in the reduction of stress and improved wellbeing, is limited. This study aimed to evaluate the impact of a novel online mindfulness training program on trait mindfulness, wellbeing and study engagement of medical students at program completion and 6-month follow-up.MethodsThis was a randomised waitlist control study of an 8-week, online, mindfulness-based intervention versus normal curriculum alone for medical students (N = 114). The primary outcome measures were the changes from baseline to program completion at Week 8 for self-reported trait mindfulness (Freiburg Mindfulness Inventory), perceived stress (Perceived Stress Scale), self-compassion (Self-Compassion Scale) and study engagement scores (Utrecht Work Engagement Scale for Students). The secondary outcome measures were these score changes from baseline to 6-month follow up. Intervention and control students completed surveys at all three time points. Program adherence (Mindfulness Adherence Questionnaire) was also measured in the intervention group.ResultsThe intervention group experienced modest but statistically significant improvements in mindfulness (9%, p = 0.0002), self-compassion (5%, p = 0.026), and study engagement (4%, p = 0.035) from baseline to Week 8. They also reported a sustained improvement of 5% (p = 0.017) in mindfulness scores at 6 months. The control group reported no significant changes at Week 8 or 6 Months. Between-group comparisons showed that compared to the control group, the intervention group improved significantly more in mindfulness (p = 0.0076), and statistically marginally more in study engagement (p = 0.0534) at Week 8. No statistically significant between-group differences were observed at 6 months.ConclusionsThese results add to the small but growing body of evidence suggesting that online mindfulness-based interventions with minimal contact can improve, albeit in modest magnitude, mindfulness and possibly study engagement in medical students for the duration of a mindfulness program. Further refinements to the program may be important to maintain improvements in the longer-term.Trial registrationRegistration number ACTRN12624000783527.

Alexithymia-A Neglected Factor Influencing Educational Satisfaction and Psychological Wellbeing in Medical Students.

Alexithymia presents a reduced ability to identify, express, and describe one's own emotions. In medical professionals, alexithymia is associated with increased burnout and substance use, as well as reduced altruistic behavior. Our aim was to examine the association between alexithymia and different sociodemographic, psychological, and somatic parameters among medical students. Participants included 186 third- and sixth-year students of the Faculty of Medicine in Belgrade, Serbia. Data were collected through an online survey, composed of 1) a general questionnaire (sociodemographic data, education satisfaction, grade point average, presence of psychological and somatic disorders), 2) Twenty-Item Toronto Alexithymia Scale, 3) Patient Health Questionnaire-9, and 4) Beck Anxiety Inventory. Third-year students had significantly higher rates of alexithymia compared with sixth-year students. Negative correlation was found between alexithymia and educational satisfaction (r = -0.276**) and alexithymia and grade point average (r = -0.186*). A positive correlation was found between alexithymia and depression (r = 0.424**) and alexithymia and anxiety (r = 0.338**). The negative impact of alexithymia on educational satisfaction and psychological health is pronounced in the population of medical students, indicating a need for preventive programs aimed in medical schools.

The effect of homesickness on the psychological wellbeing of medical and non-medical students

IntroductionHomesickness commonly affects students moving to college for the first time, causing physical, psychological, and emotional disturbances. Medical students are particularly vulnerable to distressing feelings due to the already high prevalence of mental illness and burnout within this population. Aims & ObjectivesThis review aims to critically evaluate the current literature on homesickness and wellbeing of postsecondary students, assessing the impact of psychological distress and investigating the relationships between mental illness, medical student burnout, and their implications in medical school. MethodsSearches of PubMed, PsychINFO, and Psychology and Behavioural Sciences Collection databases were conducted to analyse literature on homesickness, student wellbeing, and burnout. These were screened according to pre-defined criteria and articles were assessed for appropriateness. Results12 articles successfully met the eligibility criteria. Homesickness was found to affect the majority of freshman students, associated with both a significant decrease in college adjustment and an increase in depression. Within the postsecondary population, psychological distress varied, with medical students having poorer mental health than their peers. The risk for burnout was found to be predictive of mental illness and was associated with unprofessional behaviour. DiscussionDuring the transition to college, students are under an enormous amountof pressure – academically and psychologically. Evidence suggests that homesickness is common, with associations found between homesicknessand depression. A high prevalence of psychological distress among the post- secondary population and a positive correlation between mental illness and burnout was also found. As such, medical student homesickness and burnout should be investigated to decrease potentially devastating consequences.

Mind matters: decoding mental health in medical students

This review synthesises current research on the prevalence and determinants of depressive and anxiety symptoms among medical students. It highlights significant mental health challenges faced by this group, emphasising the influence of various factors such as academic pressures, personality traits, and reluctance to seek professional help. The analysis also delves into the roles of gender and geographical variation, revealing how these factors contribute to differing rates of mental health issues among medical students globally. The findings reveal a concerning prevalence of depression and anxiety, with variation observed across different regions and genders, indicating the influence of cultural and societal norms on mental health. This review underscores the urgent need for enhanced mental health support and intervention strategies within medical education systems. The importance of incorporating psychological support programmes and mental health education into curricula is highlighted. By addressing these issues, there is a potential to significantly improve the well-being and academic success of medical students, ultimately contributing to their overall mental health and resilience in their future professional lives. The paper advocates for a multifaceted approach in tackling these challenges, suggesting that medical institutions should not only focus on academic excellence but also prioritise the mental health of their students, ensuring a more supportive and nurturing educational environment.

The Efficacy of Cognitive Behavioral Therapy on Mental Health, Self-esteem and Emotion Regulation of Medical Students with Imposter Syndrome

Background: Medical students often experience self-doubt due to the demanding nature of their coursework and numerous assignments, which may indicate Imposter Syndrome (IS). Objectives: This study aimed to evaluate the effectiveness of cognitive behavioral therapy (CBT) in improving mental health, self-esteem, and emotional regulation among medical students dealing with IS. Methods: A semi-experimental design was used, incorporating a pre-test-post-test approach with a control group. The statistical sample included medical students from Tarbiat Modares University in 2023. A total of 36 students were selected through purposeful sampling and randomly assigned to either the experimental group (n = 18) or the control group (n = 18). Data collection tools included questionnaires assessing IS, mental health, self-esteem, and emotion regulation. The experimental group received eight 90-minute CBT sessions based on the approach by Egan and Shafran (2017), while the control group received no intervention. Data were analyzed using a multivariate analysis of covariance with SPSS24 software. Results: The results showed that CBT significantly reduced expressive suppression (F = 78.04, η² = 0.72) and increased mental health (F = 37.73, η² = 0.56), self-esteem (F = 54.76, η² = 0.64), and cognitive reappraisal (F = 35.65, η² = 0.55) among students with IS (P < 0.001). Conclusions: The findings suggest that CBT is an effective intervention for improving the psychological well-being of medical students experiencing IS. The significant improvements in mental health, self-esteem, and emotional regulation underscore CBT's potential as a valuable tool for this population.

In Reply to McBride and Walsh.

In Reply to McBride and Walsh.

How can a growth mindset-supportive learning environment in medical school promote student well-being?

There is a growing concern for physician and medical student well-being and burnout. Growth mindset, or the belief that ability can be developed, as well as students' perception of their instructors' growth mindset, have been associated with better academic outcomes for a wide range of students. The primary purpose of the present study was to investigate the effects of growth mindset on medical student well-being. We recruited all graduating osteopathic medical students in the class of 2023. This survey included items about student demographics (including identifiable items), experiences in medical school, practice plans, along with financial and other information. The survey of 667 items required a median time of 33 min to complete. Our sample consisted of 4,180 students. Students self-reported growth mindset, perception of instructor growth mindset, and four measures of well-being: flourishing, resilience, burnout, and maladaptive psychological symptoms. Growth mindset and perception of instructor growth mindset were significant predictors of medical student well-being. Further, significant interactions showed that these effects were strongest for students from historically marginalized backgrounds. Our work provides a first step toward addressing physician burnout by targeting medical students, which could prevent them from beginning their careers already in a state of burnout. We argue that systemic change is needed to improve student well-being, such as emphasizing growth mindset-supportive pedagogy, which places the emphasis on changing systems instead of individuals. Future research should include causal analyses to better understand the effect and persistence of growth mindset-supportive environments on student well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Medical students in distress: a mixed methods approach to understanding the impact of debt on well-being

BackgroundNearly three in four U.S. medical students graduate with debt in six-figure dollar amounts which impairs students emotionally and academically and impacts their career choices and lives long after graduation. Schools have yet to develop systems-level solutions to address the impact of debt on students’ well-being. The objectives of this study were to identify students at highest risk for debt-related stress, define the impact on medical students’ well-being, and to identify opportunities for intervention.MethodsThis was a mixed methods, cross-sectional study that used quantitative survey analysis and human-centered design (HCD). We performed a secondary analysis on a national multi-institutional survey on medical student wellbeing, including univariate and multivariate logistic regression, a comparison of logistic regression models with interaction terms, and analysis of free text responses. We also conducted semi-structured interviews with a sample of medical student respondents and non-student stakeholders to develop insights and design opportunities.ResultsIndependent risk factors for high debt-related stress included pre-clinical year (OR 1.75), underrepresented minority (OR 1.40), debt $20–100 K (OR 4.85), debt >$100K (OR 13.22), private school (OR 1.45), West Coast region (OR 1.57), and consideration of a leave of absence for wellbeing (OR 1.48). Mental health resource utilization (p = 0.968) and counselors (p = 0.640) were not protective factors against debt-related stress. HCD analysis produced 6 key insights providing additional context to the quantitative findings, and associated opportunities for intervention.ConclusionsWe used an innovative combination of quantitative survey analysis and in-depth HCD exploration to develop a multi-dimensional understanding of debt-related stress among medical students. This approach allowed us to identify significant risk factors impacting medical students experiencing debt-related stress, while providing context through stakeholder voices to identify opportunities for system-level solutions.

Balancing Academic and Personal Life: Challenges for Medical StudentsPersonal Life in Medical Students

Medical students are found to experience stress with a considerable impact because of the academic studies they are undertaking. High demands compared to non-medical students can interfere with other life domains, such as personal life. This interference can manifest in several ways, such as diminished time for social interactions and leisure activities. The purpose of this study was to explore and understand the potential impact on the relationship between academic life and personal life. The research was conducted with a sample of 7 medical student participants from Universitas Padjadjaran. Participants completed a questionnaire with 5 open-ended questions designed to capture their experiences and perspectives in detail. The findings revealed that a significant number of participants struggle with time management, feeling that their academic commitments leave them with minimal time for free activities and social engagements. This imbalance contributes to a sense of inadequacy in maintaining a fulfilling personal life. The study highlighted that a well-rounded personal life is crucial for sustaining optimal academic performance. A good personal life can provide good academic conditions, but the lack of free time for personal life makes participants do other alternatives such as postponing, procrastinating, and causing stress. Addressing these issues requires a holistic approach that not only alleviates academic burdens but also promotes a healthy balance between professional and personal domains. It’s essential for ensuring the well-being and success of medical students in both their academic pursuits and personal life.

Assessment of the medical school learning environment at United Arab Emirates University

BackgroundThe purpose of the article was to assess students’ perception of the learning environment at the College of Medicine and Health Sciences, United Arab Emirates University using the ‘Medical School Learning Environment Survey’ (MSLES). Evaluating the learning environment and working towards its improvement is crucial for the physical and mental well-being of medical students, as it contributes to fostering an optimal learning environment.MethodsStudents participated in four groups: Year-1 (pre-medical), Year-2 (pre-medical), Year-3/Year-4 (pre-clinical), and Year-5/Year-6 (clinical). MSLES data was collected from each group using an online survey tool (Qualtrics XM). Latent factor structures in the learning environment constructs were assessed using ‘exploratory factor analysis’; and reliability was measured by Cronbach’s alpha. Differences among groups were assessed by ‘single factor ANOVA’.ResultsThree hundred seventy-seven (65%) of the 584 eligible students completed the survey. Exploratory factor analysis revealed four factors: (Genn J. AMEE Medical Education Guide 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Med Teach. 2001;23(4):337–44.) Learning experience (∝=0.71), (Maudsley RF. Role models and the learning environment: essential elements in effective medical education. Acad Med. 2001;76(5):432–4.) Student-student interaction (∝=0.69), (Gruppen LD, Irby DM, Durning SJ, Maggio LA. Conceptualizing learning environments in the health professions. Acad Med. 2019;94(7):969–74.) Student-faculty interaction (∝=0.62), and (Soemantri D, Herrera C, Riquelme A. Measuring the educational environment in health professions studies: A systematic review. Med Teach. 2010;32(12):947–52.) Academic support (∝=0.62). Students in Y3-Y6 rated the learning environment statistically significantly lower than that in Y1-Y2. Student-student interaction in Y2 was significantly lower than that in other years. Student-faculty interaction in Y1 was significantly higher than that in Y2. Academic support was significantly higher in Y1 than that in Y2-Y6.ConclusionThe MSLES revealed variabilities in learning domains across the years. Improvement efforts should foster student-student collaboration in Y2 and improve academic support approaches for Y2-6. These findings provide valuable insights for medical educators to enhance the medical school learning environment and foster an optimal learning environment in lifelong medical education.

COVID-19 Impact on Substance Use (Tobacco, Alcohol, Cannabis) and Stress in Medical Students

The COVID-19 pandemic has led to unprecedented challenges globally, impacting various aspects of daily life, including education. This study examines the effects of the pandemic on stress levels and substance use among Italian medical students. Two independent surveys were conducted: 388 medical students were interviewed before the epidemic, and 222 medical students a year after the COVID-19 epidemic began. Results revealed significant changes in stress levels, with a reduction in mild stress and an increase in severe stress during the post-pandemic period, rising from 23% (95% CI: 19%-28%) to 46% (95% CI: 39%-52%). While tobacco smoking prevalence remained stable (25% vs 27%), the proportion of students exhibiting high levels of nicotine dependence increased (3.64%) compared to the period before the pandemic (1.80%). Alcohol consumption rates remained consistent (66%), with no significant differences in the distribution of risky alcohol consumption between the two periods (<em>p</em> = 0.535). Surprisingly, there was a significant decrease in cannabis use post-pandemic (16% vs 6%), though problematic use among users persisted (49% vs 46%). Multivariable analysis confirmed associations between stress and tobacco smoking (AdjOR = 1.98, 95% CI: 1.11-3.53; <em>p</em> = 0.020), as well as alcohol consumption (AdjOR = 1.71, 95% CI: 1.01-2.89; <em>p</em> = 0.047). Furthermore, male students were more likely to engage in alcohol (AdjOR = 2.16, 95% CI: 1.47-3.19; <em>p</em> < 0.001) and cannabis use (AdjOR = 1.79, 95% CI: 1.07-3.00; <em>p</em> = 0.027). The study highlighted the complex interplay between stress and substance use among medical students, underscoring the importance of targeted interventions to address stress-related substance use and support the well-being of medical students, particularly in the context of the COVID-19 pandemic. Further research should explore longitudinal trends and the effectiveness of interventions in mitigating stress-related substance use among this vulnerable population.

Limitations of Using an App to Improve Medical Student Well-Being.

Limitations of Using an App to Improve Medical Student Well-Being.

Assessment of depressive symptoms among medical students and doctors using PHQ-9

Medical students and doctors are at increased risk of experiencing depression. Doctors exhibit varying severity of depression symptoms at different stages of their careers. This study aimed to evaluate the prevalence of depressive symptoms among medical students and doctors using the Patient Health Questionnaire-9 (PHQ-9). We conducted a cross-sectional study in Lithuania from February to March 2024, using an anonymous online questionnaire that collected demographic data and included the PHQ-9. A score of ≥10 indicated criteria for depression. The questionnaire was completed by 146 respondents, comprising 77 medical students and 69 doctors or resident doctors. Overall, 40% of respondents met the criteria for depression, including 48% of medical students and 32% of doctors. Medical students had a higher mean PHQ-9 score compared to doctors, and the difference in PHQ-9 scores between students and doctors was significant (P = 0.045). No significant differences were found in PHQ-9 scores between genders (P = 0.430) or among respondents living in different city sizes (P = 0.780). Our data align with the literature findings that medical students exhibit higher depression scores than doctors. The study underscores the importance of regularly monitoring the emotional well-being of medical students and doctors and implementing interventions to improve their emotional health.

Impact of USMLE Step 1 transition to pass/fail scoring system on medical students’ anxiety, sleep quality, and burnout

IntroductionOriginally designed to evaluate the application of foundational scientific knowledge in clinical contexts, the United States Medical License Exam (USMLE) Step 1 evolved into a comparative tool for assessing candidates with similar educational foundations. This transition heightened the pressure on medical students to excel in the exam. In response, collaborative efforts involving the National Board of Medical Examiners prompted a change from reporting scores to a pass/fail system. The true impact of this shift remains insufficiently explored. This study aims to assess the emotional toll — encompassing burnout, anxiety, depression, and sleep quality — experienced prior to taking the Step 1 exam. Additionally, it aims to uncover potential gender-based disparities in perceived anxiety and depression.MethodsThe study encompasses the entirety of third-year medical students at Drexel University College of Medicine, who were invited to participate in a comprehensive survey. Drawing from retrospection, the survey relies on self-reported data regarding anxiety, depression, sleep quality, and burnout. Data compilation was anonymized and executed via Qualtrics platform.ResultsA total of 102 medical students completed the survey, with a 97% pass rate for the USMLE Step 1. Despite their excellent performance, 75% of students reported inadequate sleep quality, and 68% exhibited mild to moderate anxiety levels. Among them, a higher percentage of females (83%) experienced anxiety compared to their male counterparts (50%). Furthermore, 66% of students felt that their commitment to education exceeded what was reasonable for their well-being.ConclusionsThe transition from traditional scoring to a pass/fail system was ostensibly intended to enhance the mental well-being of medical students. Nevertheless, our findings underscore that students continue to endure heightened levels of stress, anxiety, and burnout during the pivotal month leading up to the Step 1 examination.

Advancements in medical education: emerging aspects and innovations

T he landscape of medical education is indeed in a state of profound transformation, spurred by emerging aspects and innovative approaches that are responsive to the ever-evolving demands of the healthcare sector. This comprehensive review delves into the contemporary trends within medical education, emphasizing the integration of various elements such as technology, interprofessional education, personalized learning, telemedicine, ethics and professionalism education, global health education, and wellness and resilience initiatives. These advancements serve a multifaceted purpose, aiming to enrich both the teaching and learning experience within medical education. By leveraging technology, educators can provide immersive learning opportunities that transcend traditional boundaries. Interprofessional education stands as a cornerstone in fostering collaborative practices among healthcare professionals, instilling a comprehensive approach to patient care that is inclusive of diverse perspectives and expertise. Moreover, personalized learning methodologies cater to the unique needs of individual learners, ensuring a more tailored and effective educational experience. Telemedicine platforms further expand access to educational resources and experiences, overcoming geographical barriers and promoting inclusivity within medical education. Ethics and professionalism education emerge as vital components in shaping the moral compass of future healthcare professionals, guiding them toward ethical decision-making and upholding the highest standards of professionalism. Global health education equips students with the necessary skills and knowledge to navigate the complexities of healthcare on a global scale, preparing them to address international healthcare challenges with competence and compassion. Additionally, wellness and resilience initiatives take center stage in safeguarding the mental and physical well-being of medical students and practitioners alike. By prioritizing the holistic health of healthcare professionals, these initiatives contribute to the cultivation of resilient individuals who are better equipped to thrive in the demanding landscape of healthcare. Key words: Medical education, technology integration, interprofessional education, personalized learning, telemedicine, ethics, professionalism, global health, wellness, resilience.

Dissecting Loneliness in the Digital Age: An Insight into the Experiences of Medical Students Amid and Beyond the COVID-19 Pandemic

This narrative review explores loneliness among medical students, particularly heightened during the COVID-19 pandemic. This review aims to narratively describe how the digital age, both pre- and post-pandemic, influences loneliness and to assess the psychological effects of the pandemic on medical students. Our literature search, adhering to SANRA guidelines, scrutinized studies published in the last ten years focusing on loneliness among medical students. Our findings reveal that medical students experienced significant loneliness during the pandemic, attributed to virtual learning environments and decreased social interactions. Notably, the transition to online education has mitigated and exacerbated feelings of isolation. The review also highlights the dual role of social media in either alleviating or intensifying loneliness, depending on usage patterns and platform types. Overall, our study underscores the need for targeted interventions and support systems to address the mental well-being of medical students in the digital age and beyond, providing crucial insights for future research and policy-making in educational and psychological support frameworks.

Assessing the Factors Affecting Health-Related Quality of Life in Medical Students

Background: Depression is a prevalent mental health concern among medical students, with signifi cant implications for Health-related Quality of Life (HrQol). Understanding the factors contributing to depression and their impact on HrQol is crucial for developing targeted interventions to support students’ well-being. Aim: This literature review aims to assess the impact of depression and other related factors on HrQol in medical students, exploring the prevalence, associated risk factors, and implications for overall well-being. Methodology: A comprehensive search was conducted on PubMed Central and Scopus databases, focusing on studies addressing depression, burnout, anxiety, and other factors infl uencing HrQol in medical students. Inclusion criteria were applied to select relevant articles, resulting in a fi nal selection of 15 articles for detailed analysis. Data extraction included study design, sample characteristics, methodology, results, and conclusions. Results: The review revealed a high prevalence of depression among medical students, particularly among female students and those facing socio-economic challenges. Factors associated with depression include gender, socioeconomic status, obesity, chronic diseases, addiction, and academic stress. Depression was found to signifi cantly impact HrQol, leading to lower mental health-related QoL scores compared to physical health scores. Other factors such as stress levels, family support, sleep quality, and academic demands also infl uenced HrQol outcomes among medical students. Conclusion: Addressing depression and its impact on HrQol is essential to promote the overall well-being of medical students. Tailored interventions targeting depression, stress management, family support, and sleep quality are crucial for improving HrQol and mitigating the adverse eff ects of mental health challenges in this population. Keywords: Academic performance; medical student; HRQOL; Health-related quality of life.

Study demands and resources affect academic well-being and life satisfaction of undergraduate medical students in the Netherlands.

Medical students report poor academic well-being in a context of high study demands. Study Demands-Resources theories have outlined mediating processes involving high study demands and low resources to mitigate academic well-being, which is subsequently associated with diminished overall well-being (i.e. life satisfaction). Furthermore, academic well-being and life satisfaction are also affected by interactions between study demands and resources (referred to as moderating processes). However, these mediating and moderating processes clarifying medical students' well-being still need to be investigated. Therefore, this study investigated the mediating role of academic well-being in the associations of study demands and resources with life satisfaction and the moderating role of study demands and resources in relation to academic well-being and life satisfaction among undergraduate medical students. In this cross-sectional survey study, 372 undergraduates from Dutch medical schools participated. The survey included the Study Demands-Resources Scale (workload, growth opportunities and peer support) as well as questionnaires on academic well-being (Utrecht Burnout Scale for students and Utrecht Work Engagement Scale-Student Form) and overall well-being (single item on life satisfaction). Based on Study Demands-Resources theories, (moderated) mediation analyses were performed. Mediating processes were found as growth opportunities were indirectly associated with higher life satisfaction through lower academic burnout and higher academic engagement. Furthermore, workload was indirectly associated with lower life satisfaction through higher academic burnout. This association was moderated as it became weaker with more perceived peer support. A high workload and limited growth opportunities are associated with suboptimal academic well-being and life satisfaction. Perceiving support from peer students slightly buffers the unfavourable effect of workload on academic burnout and subsequently life satisfaction. To promote academic well-being and life satisfaction in medical students, universities can consider to reduce the workload, to create a supportive learning environment and to offer development opportunities.