Background:
Medical education is intellectually demanding and emotionally challenging. A substantial proportion of medical students experience stress and anxiety, particularly in low- and middle-income countries (LMICs) such as Bangladesh. This narrative review aims to identify the major sources of stress and anxiety among undergraduate medical students and evaluate commonly adopted coping strategies, with a focus on Bangladesh.
Methods:
A literature search was conducted using PubMed, Scopus, Web of Science, and Google Scholar for peer-reviewed articles published between 2000 and 2025. Search terms included combinations such as (“medical students” AND “stress” AND “anxiety” AND “Bangladesh”). A total of approximately 320 articles were initially identified, of which 85 relevant studies were included after screening based on predefined inclusion and exclusion criteria.
Results:
Academic burden, frequent examinations, sleep deprivation, and clinical responsibilities were identified as key contributors to stress. Globally, approximately 30–50% of medical students report significant anxiety, while studies from South Asia suggest higher rates. Limited evidence from Bangladesh indicates that 40–70% of students experience moderate to severe stress. Adaptive coping strategies such as social support and physical activity are commonly used, although maladaptive behaviors including avoidance and substance use are also reported.
Conclusion:
Stress and anxiety are highly prevalent among medical students, particularly in Bangladesh. Addressing these challenges through targeted institutional interventions and promoting healthy coping strategies is essential to improve student well-being.
