The Importance of Current Stress Factors in the Lives of 1st, 3rd and 6th Year Medical Students

The relevance of research. Obtaining a higher medical education significantly impacts the lives of future physicians and is described by many as one of the most challenging stages of their lives. Due to a lack of free time, medical students often face various physiological and psychological issues, including impaired immune system function, chronic fatigue, cognitive disorders, anxiety, and depression [9, 5]. While numerous studies have addressed specific stressors and ways to mitigate their effects on the human body [12], Mohammad A. Aloufi et al. concluded that the best methods for reducing stress, anxiety, and depression involve improving concentration and self-management skills [9]. Some students exhibit anosognosia—a phenomenon characterized by denial, neglect, or underestimation of one’s own condition. In such cases, potential issues can be identified through psychological testing.

The purpose of the work: To identify and compare current stress factors among medical students at different stages of their education.

Materials and methods. A review of Russian and international articles from 2016–2023 was conducted using scientific electronic libraries such as CyberLeninka and PubMed. The study employed a proprietary anonymous questionnaire, as well as the following test batteries: the Stress Test by V.Yu. Shcherbatykh, the Functional Behavioral Strategy Test, the Hospital Anxiety and Depression Scale (HADS), and the Beck Depression Inventory.

The results and their analysis. The study revealed that academic workload is the most significant stress factor for 84.73% of 1st-year students, 91.37% of 3rd-year students, and 79.78% of 6thyear students, with statistically significant differences (p = 0.008). Harmful habits were noted in 61.45% of 1st-year students, 65.1% of 3rd-year students, and 69.15% of 6th-year students, with no statistically significant differences among the groups (p > 0.05). According to Shcherbatykh’s Stress Test, significantly fewer 3rd-year students showed no stress symptoms (p = 0.0108), while 6thyear students were significantly more likely to experience severe stress (p = 0.039). The Behavioral Strategy Test indicated that optimism dominated as the primary coping strategy in uncertain situations across all groups: 35.92% of 1st-year students, 34.21% of 3rd-year students, and 28.9% of 6th-year students. HADS results showed no statistically significant differences in subclinical or clinically significant anxiety levels across the three groups (p > 0.05). Beck Depression Inventory results revealed that pronounced depressive symptoms were least evident among 3rd-year students (p = 0.0101). 

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