Motivation for the Use of Stimulants in Medical Schools: Academic Pressures and Competitiveness

INTRODUCTION The misuse of stimulants among medical students has become a growing concern, driven by academic pressures, competitiveness, and social influences. Factors such as gender, socioeconomic status, and accessibility significantly shape patterns of stimulant use, with students often relying on these substances to cope with stress, enhance cognitive performance, or meet academic demands. This behavior raises ethical and professional concerns, particularly in the context of future patient care and professional integrity. OBJETIVE To analyze the prevalence, patterns, and driving factors of stimulant misuse among medical students, with a focus on academic pressures, social dynamics, and their implications for professional and ethical integrity. METHODS This is a narrative review which included studies in the MEDLINE – PubMed (National Library of Medicine, National Institutes of Health), COCHRANE, EMBASE and Google Scholar databases, using as descriptors: “Stimulant misuse” OR “Medical education” OR “Cognitive enhancement” OR “Academic stress” OR “Medical student behavior” in the last 5 years. RESULTS AND DISCUSSION Results indicate that stimulant misuse is prevalent globally, with rates varying by region and demographic factors. The most commonly misused substances include methylphenidate, amphetamines, and modafinil, often obtained through informal channels. Academic stress, peer influence, and accessibility are identified as key drivers, while chronic misuse is linked to adverse psychological outcomes, including dependency and mood disturbances. Institutional interventions, such as wellness programs, ethical education, and stricter regulatory policies, show potential in mitigating misuse and addressing its root causes CONCLUSION Comprehensive strategies targeting the academic, social, and regulatory dimensions of stimulant misuse are essential to reduce its prevalence and impact. Tailored interventions addressing demographic and cultural differences, coupled with institutional commitment to student well-being, can foster healthier coping mechanisms and ethical professionalism. These efforts are critical for ensuring both the personal health of medical students and the future integrity of the healthcare profession.