Vol. 2, Issue 6 (2013)

Author(s):
Dr. Yamini Subramani

Abstract:

Background and objective: The medical curriculum is widely regarded as one of the most demanding academic programs, requiring exceptional dedication, consistent effort, perseverance, and passion from its students. However, the inability to effectively manage academic and emotional stressors during the course can adversely impact mental well-being, often manifesting as depression, anxiety, and stress.

Method: This observational study was carried out under the “EviGenCHiP program” at a medical college and hospital. The assessment tools employed included the Depression, Anxiety, and Stress Scale (DASS-21) to evaluate psychological distress and the Pittsburgh Sleep Quality Index (PSQI) to assess subjective sleep quality.

Result: Overall, 8% of the students exhibited moderate to extremely severe levels of depression, 10% experienced moderate to extremely severe anxiety, and 12% reported moderate to extremely severe stress. Poor sleep quality was observed to be more prevalent among female students compared to male.

Conclusion: Although the prevalence was lower than that reported in other studies, depression, anxiety, stress, and poor sleep quality among medical students remain emerging public health concerns. Implementing measures such as mentorship initiatives, student support programs, encouragement of extracurricular participation for mental rejuvenation, and adoption of student-friendly teaching and assessment approaches may help alleviate psychological distress and enhance overall well-being.