A prospective analysis of stress and academic performance in the first twoyears of medical school

Aim This study provides prospective, longitudinal data on the relationship between stress-related measures and academic performance during the first t wo years of medical school. Methods First year medical students (n = 121) were surveyed prior to beginn ing classes (wave 1), and again 8 months later (wave 2). Personality variab les predisposing to distress (optimism and trait anxiety), stress response (depression and state anxiety), and stress management strategies were asses sed at wave 1 and wave 2. Pre-medical academic scores, and grades at the en d of five assessment periods over the course of the first 2 years of medica l school were also obtained. Results and conclusions As expected, pre-medical-school academic performanc e strongly predicted performance in medical school. Academic performance be fore and during medical school was negatively related to reported stress le vels. On bivariate correlations, there were numerous significant relationsh ips between stress reported at waves 1 and 2, and medical school academic p erformance assessed after these measures. In addition there were modest neg ative correlations between self-reported coping strategies of 'humour' and 'wishful thinking', and consequent academic performance. However, the predi ctive value of stress and its management on prospective academic performanc e was much decreased once pre-medical-school performance was statistically controlled.