A prospective analysis of stress and academic performance in the first two years of medical school
Abstract
Aim: This study provides prospective, longitudinal data on the relationship between stress‐related measures and academic performance during the first two years of medical school. Methods: First year medical students ( n = 121) were surveyed prior to beginning classes (wave 1), and again 8 months later (wave 2). Personality variables predisposing to distress (optimism and trait anxiety), stress response (depression and state anxiety), and stress management strategies were assessed at wave 1 and wave 2. Pre‐medical academic scores, and grades at the end of five assessment periods over the course of the first 2 years of medical school were also obtained. Results and conclusions: As expected, pre‐medical‐school academic performance strongly predicted performance in medical school. Academic performance before and during medical school was negatively related to reported stress levels. On bivariate correlations, there were numerous significant relationships between stress reported at waves 1 and 2, and medical school academic performance assessed after these measures. In addition there were modest negative correlations between self‐reported coping strategies of `humour' and `wishful thinking', and consequent academic performance. However, the predictive value of stress and its management on prospective academic performance was much decreased once pre‐medical‐school performance was statistically controlled.
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In 121 Hong Kong medical students, high self-reported stress levels were related to poorer academic performance.
“In another study of 121 medical students from Hong Kong, high self-reported stress levels were similarly related to poorer academic performance (Stewart, Lam, Betson, Wong, & Wong, 1999).”
From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Stewart, Lam, Betson, Wong, & Wong, 1999
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- Authors
- Stewart, Lam, Betson, Wong, & Wong
- Affiliations
- University of Hong Kong (HK)
- Corresponding author
- Stewart
- Venue
- Medical Education
- Publisher
- Wiley
- Published
- 1999-04
- Volume
- 33
- Issue
- 4
- Pages
- 243-250
- ISSN
- 0308-0110 (ISSN-L)
- 1365-2923
- OpenAlex
- W1993937213
- Cited by
- 369
- References
- 0
- Citations by year
- 2026: 5 · 2025: 10 · 2024: 16 · 2023: 17 · 2022: 20 · 2021: 23 · 2020: 25 · 2019: 27 · 2018: 11 · 2017: 18 · 2016: 15 · 2015: 29 · 2014: 21 · 2013: 30 · 2012: 18
- FWCI
- 7.24
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Education (publishedVersion)
- PubMed (publishedVersion)
- The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
- Topics
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Medical Education and Admissions
- Keywords
- medical students, academic stress, academic performance, medical schools, optimism, trait anxiety, state anxiety, depression, coping strategies, humour, wishful thinking, stress management
- MeSH terms
- Adolescent, Adult, Educational Measurement, Female, Humans, Male, Prospective Studies, Stress, Psychological, Students, Medical
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