Introduction: Common Mental Disorders (CMD), such as depression and anxiety, represent a pathological state of mental health, causing impairment in physical health, social relationships, beliefs, and interpersonal connections. These pathological forms are commonly found among medical students, as the routine and obligations characteristic of this phase led to psychological imbalance which, when left untreated, contributes to the prevalence and worsening of these psychiatric disorders. Research indicates that being female, the presence of comorbidities, and frequent use of stimulants are associated with a reduction in students’ quality of life. Objectives: To assess the development of anxiety and depression disorders among medical students at different stages of their undergraduate studies. To identify the period within the course with the highest prevalence of these disorders and their triggering factors. Methodology: A cross-sectional epidemiological study was conducted using data collected from an anonymous online questionnaire administered to medical students. Additionally, an ANOVA test was employed to evaluate differences between various demographic groups, considering academic terms and gender. Results: The questionnaire received 169 responses. Most participants were female (75.7%), while male participants represented 24.3%. There was a significant increase in depression diagnoses in the final two years of medical school. In contrast, no significant variation was observed in anxiety diagnoses throughout the academic years. Long working hours (69.2%) and self-imposed pressure (75.1%) were identified as the main stressors. Regarding depressive symptoms, a 26% increase was recorded following university enrolment, while anxiety showed a 43.2% increase. Conclusion: The study highlights the significant impact of medical school on students’ mental health, with self-imposed pressure and excessive workload identified as the primary contributors to anxiety and depression. Although some students seek therapeutic support, access is often limited by time constraints and high costs – structural barriers that could be addressed by the University in which the indivudal is enrolled.
Veloci et al. (Fri,) studied this question.