Journal of Yeungnam Medical Science

Original articles

Medical Education
Stress and sleep quality among medical students in Bangladesh: a cross-sectional study: Tamal Kanti Kairi, Sanghamitra Dey, Rifat Jahan, Shahnewaz Fuad; J Yeungnam Med Sci. 2025;42:42. Published online August 5, 2025; DOI: https://doi.org/10.12701/jyms.2025.42.42

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Background
Medical students experience high levels of stress owing to their demanding academic environment, which can significantly impact their sleep quality. This study aimed to assess the status of stress and sleep quality among medical students in Bangladesh and identify the factors influencing these conditions.
Methods
This cross-sectional study included 280 undergraduate medical students selected by stratified random sampling from four medical colleges in Bangladesh. Data were collected using a self-report questionnaire covering sociodemographic details, stress- and sleep-related factors, the Kessler Psychological Distress Scale, and the Pittsburgh Sleep Quality Index.
Results
The study revealed that 65.7% of students experienced stress, which was categorized as mild (27.5%), moderate (22.1%), or severe (16.1%). Poor sleep quality was prevalent in 72.1% of students, with 48.2% being moderately poor sleepers and 23.9% being very poor sleepers. Factors significantly associated with stress included female sex, higher academic year, lack of physical activity, high parental expectations, academic concerns, lack of a doctor in the family, and parental influence in choosing medical education. Poor sleep quality was significantly linked to stress, female sex, hostel residency, increased screen time before sleep, late dinner, daytime naps, coffee intake, and late-night snacks.
Conclusion
This study highlights the high prevalence of stress and poor sleep quality among medical students in Bangladesh. Stress significantly contributes to sleep disturbances, and various lifestyle and academic factors exacerbate these issues. Targeted interventions, including stress management programs and the promotion of healthier sleep, are essential for improving students’ well-being and academic performance.

Citations

Citations to this article as recorded by

The impact of social support on academic burnout among medical students: the mediating effects of anxiety and depression, and the role of urban-rural differences
Hualing Li, Min Liu, Mengxiao Yang, Enze Gao, Xiuyin Gao
Frontiers in Psychiatry.2026;[Epub] CrossRef
Sleep Quality, Sleep Hygiene Behaviors, and Psychosocial Determinants Among Undergraduate Students in South‐Eastern Bangladesh: A Cross‐Sectional Study
Md. Mayin Uddin Hasan, Intesar Mahmud Sayeed, Mohammed Zahidul Islam, Md. Shahin Rana, Md. Aminul Anowar, Shantu Ghosh, Abdullah Al Noman, Mohammed Abu Sayeed, Mohammad Injamul Hoq
Public Health Challenges.2026;[Epub] CrossRef
Academic stress and online learning engagement in medical students: the parallel mediating roles of sleep quality and positive academic emotions
Li He, Wei Li, Yueyi Zhang, Jiacheng Wang, Ye Yu, Shudi Li, Bowen Liu, Jing Tian
BMC Medical Education.2025;[Epub] CrossRef

Medical Education
Experience of operating a medical humanities course at one medical school during the COVID-19: a retrospective study: Yu Ra Kim, Hye-won Shin, Young Hwan Lee, Seong-Yong Kim; J Yeungnam Med Sci. 2023;40(2):179-186. Published online September 23, 2022; DOI: https://doi.org/10.12701/jyms.2022.00451

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Abstract PDF

Background
This study summarizes the experience of operating a ‘Medical Humanities’ course, which was taught remotely to maintain activities and discussions at medical schools in Daegu, Korea during the sudden and unexpected coronavirus disease 2019 (COVID-19).
Methods
The subjects of this study were 73 first- and 79 second-grade medical students who took the medical humanities (1) and (2) courses among first- and second-grade students of Yeungnam University College of Medicine in 2020. Of the 152 students who agreed to the online survey, 123 completed the survey. Self-, environmental, and program evaluations were conducted on the study subjects, and differences according to grade and gender were analyzed.
Results
As a result of the study, a significant difference between self-evaluation and environmental evaluation was confirmed. Self-evaluation was determined to be higher in the first grade than in the second grade. The environmental evaluation showed that male students were more satisfied than female students and students generally had difficulties in the classroom environment. Of the applications used in class, the highest satisfaction was observed with KakaoTalk (Kakao Corp.) and Zoom (Zoom Video Communications Inc.). At the end of COVID-19, the students preferred online classes.
Conclusion
If the learning environment for online classes is well prepared and systematic provisions are made, such as class operations that are suitable for the subject, effective education and learning can be achieved by taking advantage of both face-to-face and online classes.

Citations

Citations to this article as recorded by

Study on the Learning Environment of Medical Students in the COVID-19
Yu Ra Kim, Hye Jin Park, Saeyoon Kim
Keimyung Medical Journal.2023; 42(2): 80. CrossRef

Medical Education
A study on the mental health of students at a medical school during COVID-19 outbreak: a retrospective study: Yu Ra Kim, Hye Jin Park, Bon-Hoon Koo, Ji Young Hwang, Young Hwan Lee; J Yeungnam Med Sci. 2022;39(4):314-321. Published online August 16, 2022; DOI: https://doi.org/10.12701/jyms.2022.00437

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Abstract PDF

Background
In this study, the degree of anxiety, depression, and stress caused by coronavirus disease 2019 (COVID-19) was identified, as well as the need for psychological prevention measures among medical students in the Daegu region that was designated the first special disaster area due to the spread of COVID-19.
Methods
The subjects of this study were 318 medical students in Daegu who voluntarily participated in an online test using the Hospital Anxiety and Depression Scale and Impact of Event Scale-Revised Korean version. As a result of the test, risk students received immediate telephone counseling, and the effect of this telephone counseling was analyzed.
Results
There were no differences in depression, anxiety, or stress according to gender and grade. As a result of immediate telephone counseling for risk students, significant differences were found in depression, anxiety, and stress, and the counseling was found to be effective.
Conclusion
For medical students who are easily exposed to stress, the importance of psychological prevention measures and effectiveness of non-face-to-face counseling should be recognized. In the field of medical education, we must do our best to build a system that can be used immediately at the appropriate time for these programs.

Citations

Citations to this article as recorded by

Innovative scaffold-based strategies for diabetic wound healing: progress and prospects
Deep Sathwara, Vivekraj Maheshwari, Heli Patel, Kush Dagli, Disha Joshi
International Journal of Pharmaceutics.2026; 699: 126977. CrossRef
Stress and coping skills in medical students
Yu Ra Kim, Hye Jin Park, Seong Yong Kim
Korean Journal of Medical Education.2025; 37(1): 59. CrossRef
Global prevalence of anxiety and depression among medical students during the COVID-19 pandemic: a systematic review and meta-analysis
Yen-Ko Lin, Ita Daryanti Saragih, Chia-Ju Lin, Hsin-Liang Liu, Chao-Wen Chen, Yung-Sung Yeh
BMC Psychology.2024;[Epub] CrossRef
Post-Pandemic Evaluation: Impact of Covid-19 Pandemic on Medical Students’ Mental Health, Self-Esteem, Social Interactions, and Academic Progression in Malaysia
Sia Woon Teen, Tan Jih Huei, Lee Tiong Chan, Tay Jia Chyi
Sage Open.2024;[Epub] CrossRef
Study on the Learning Environment of Medical Students in the COVID-19
Yu Ra Kim, Hye Jin Park, Saeyoon Kim
Keimyung Medical Journal.2023; 42(2): 80. CrossRef

Medical Education
Effects of early clinical and basic laboratory exposure program on premedical students: a questionnaire survey: Kyu Hyang Cho, Hyun Sook Ko, Kyung Hee Lee, Tae-Yoon Hwang, Keun-Mi Lee, Sae Yoon Kim, Min Cheol Chang; J Yeungnam Med Sci. 2022;39(4):309-313. Published online July 20, 2022; DOI: https://doi.org/10.12701/jyms.2022.00318

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Abstract PDF: Background
Because premed students do not take courses related to medicine during their first 2 years, they cannot establish their identity as students at medical schools, making it difficult for them to set goals as future doctors. We conducted an early clinical and basic laboratory exposure program for premed students and studied the effects of the program and student satisfaction levels.
Methods
We performed an early clinical and basic laboratory exposure program for premed students for 2 days and evaluated the effects of the program and student satisfaction with it. The program consisted of two types: type 1, where two to four students formed a group, which was assigned to a particular department to participate and make observations during ward rounds, outpatient clinics, examinations, procedures, and surgeries (in the case of basic laboratory work, the students partook in experimental observations); and type 2, where one student followed a medical school professor to observe the professor’s day. After the program ended, an online survey was conducted to investigate the effects on students, their thoughts, and satisfaction levels.
Results
In total, 114 students (91.2%) responded to the survey. Approximately 94% of them were satisfied with the program. They found that the program would be useful for deciding on future career paths, gaining knowledge about a department of interest, studying for a medical program after premedical studies, and befriending residents and professors in certain departments.
Conclusion
Early clinical and basic laboratory exposure programs are recommended for premedical students.

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