ArticleGMS journal for medical education2025
Stress experience and coping strategies in medical studies - insights and a discussion of preventive measures.
Article in GMS journal for medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- MBMC medical education · 2026Article
- Promoting professional identity through peer support during studies: A report on the peer support in medical education project.GMS journal for medical education · 2026Article
- The Mediating Role of Active Coping Strategies in the Relationship Between Academic Stressors and Stress Responses Among University Students.Healthcare (Basel, Switzerland) · 2025Article
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Authors and funding
4 authors.
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Abstract
Objective: A high level of stress and critical burnout values (27-56%) has been identified among medical students in numerous international research and review studies. The aim of this interview study was to gain insights into students' perspectives on stressors, stress amplifiers and reactions, as well as the coping strategies they applied. The results will be used to discuss preventative measures in higher education. Methods: A total of 22 semi-standardised, semi-narrative interviews were conducted with medical students, students in their practical year and junior doctors to gain retrospective perspectives on their studies. All data were audio-recorded, pseudonymised, fully transcribed as well as structured and analysed using qualitative content analysis, based on Kaluza's stress model. Results: Study-related causes (e.g. the amount of material), private issues (e.g. social conflicts) and aspects arising during clinical work phases (e.g. complexity of tasks) were named as stressors. Individual stress amplifiers, such as perfectionism, were also described. The respondents showed stress reactions, such as doubts and fears. The coping strategies described were varied, but some were seen to be effective only in the short term. Conclusion: The ability to cope with stress must be consciously learned and reflected upon across various causative areas. In particular, the discussion of mental strategies for dealing with repeatedly described stress amplifiers, such as one's own perfectionism, appears to be a behavioural prevention measure that is still little used by medical students. In terms of behavioural prevention, discourses on large amounts of learning material, increased support in the transition phase at the start of a degree course and more flexible studying for medical students (e.g. with a family) must be further developed.
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