Assessment of Stressors in First-Year Undergraduate Medical Students: An Exploratory Study

Abstract

Medical students face a variety of stressors that may affect their academic performance and emotional well-being. This exploratory study aimed to assess the types and severity of stressors among first-year undergraduate medical students, and to examine gender and residence-based differences. Using a cross-sectional survey design, data were collected on stressors categorized into academic, interpersonal and intrapersonal, teaching-learning, social, drive/desire, and group activity. Results indicated that academic and teaching-learning stressors were most prevalent. Gender differences were observed: males reported higher teaching-learning and desire-related stressors, while females showed higher academic and interpersonal stress. No significant difference was found in relation to type of residence. These findings underline the need for context-sensitive interventions to promote mental health in medical education.