A STUDY ON STRESS AND ACADEMIC PRESSURE AMONG MEDICAL STUDENTS IN A TERTIARY CARE HOSPITAL.

Abstract

Introduction: Medical education is often associated with rigorous academic demands and intensive training, leading to a high prevalence of stress and academic pressure among medical students. This study aimed to investigate the levels of stress and academic pressure experienced by medical students and to explore the factors contributing to these experiences. Materials & Method: A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews. A structured questionnaire was administered to a representative sample of medical students across different academic years. The questionnaire assessed perceived stress levels, sources of academic pressure, coping mechanisms, and their impact on mental health. Additionally, semi-structured interviews were conducted with a subset of participants to gain deeper insights into their personal experiences. Preliminary findings indicate that a significant proportion of medical students reported elevated levels of stress and academic pressure. Common sources of pressure included heavy workloads, demanding academic schedules, and the need to excel academically. Coping strategies ranged from positive approaches such as social support and time management to potentially detrimental methods like excessive caffeine consumption and self-imposed isolation. Result: The qualitative analysis revealed nuanced emotional experiences, with students expressing feelings of anxiety, self-doubt, and burnout. Furthermore, participants highlighted the need for improved support mechanisms, including counseling services and stress management workshops within the medical education environment. Conclusion: This study underscores the importance of addressing stress and academic pressure among medical students to safeguard their well-being and academic success. The findings emphasize the need for medical institutions to implement proactive measures, including mentorship programs, mental health resources, and curriculum adjustments that promote a healthier learning environment.