Prevalence of stress its sources and coping strategies among final year medical students at the University of Dongola Sudan 2025.

Abstract

Background: Medical education is globally recognized as a high-stress environment, yet localized data regarding final-year students in Northern Sudan remain scarce. This study investigated the prevalence, independent predictors, and coping mechanisms of stress among final-year medical students at the University of Dongola.

Methods: A descriptive, cross-sectional study was conducted in (2025) at the University of Dongola, Sudan. The study population comprised 120 final-year medical students. A total of 100 students completed the questionnaire, representing a response rate of 83.3%. Perceived stress was quantified using the Perceived Stress Scale (PSS-10), while a structured 22-item checklist was utilized to identify specific academic/non-academic stressors and coping behaviors. The questionnaire was administered in English to align with the medium of instruction. Data were analyzed using Chi-square tests (X²) and Binary Logistic Regression to identify independent predictors of stress (aOR; 95% CI).

Results: A total of 100 students participated (83.3% response rate). The findings revealed that 77% of respondents experienced moderate-to-high stress levels (67% moderate; 10% high), with a mean PSS score of 18.17 ± 6.56. Exam pressure (73%) and academic workload (61%) were the dominant stressors. Multivariable analysis confirmed that exam pressure (aOR = 4.82, 95% CI:} 1.95-11.84, p < 0.001) and academic workload (aOR = 2.54, 95% CI:} 1.12-5.76, p = 0.026) were the primary independent predictors of stress. Regarding coping, prayer (67%) and social interaction (46%) were the most utilized strategies. Notably, physical exercise (aOR = 0.28, p = 0.008) and social support (aOR = 0.35, p = 0.024) were independently associated with a significantly reduced likelihood of high stress.

Conclusion: A significant majority of final-year students at the University of Dongola operate under high levels of psychological distress, primarily driven by structural curriculum demands. While religious and social buffers are utilized, the high prevalence of stress suggests that students have surpassed the optimal "eustress" threshold. Institutional interventions, including examination reform and the establishment of formal counseling services, are urgently required to safeguard student well-being and clinical competence.