Supplementary file 3_Stress, mental health, and adaptation among medical students during educational disruption due to pandemic: a mixed-methods study.docx

ObjectiveThis study examined perceived stress, mental health stressors, and psychological adaptation among medical students during a period of major educational disruption, during the pandemic. We aimed to characterize students’ emotional, cognitive, and behavioral responses to abrupt changes in learning structure at a Caribbean medical school.
MethodsA cross-sectional, survey-based study was conducted among MED4 and Basic Science Integration Course (BSIC) students who had experienced both online and in-person learning. A self-reported electronic questionnaire was distributed to a target population of 400 students. Quantitative data were analyzed using descriptive statistics, correlations, and association tests, while qualitative responses underwent thematic analysis to identify stress-related challenges and adaptive coping strategies.
ResultsOf 139 contacted students, 133 participated. Thirty-five percent reported a perceived decline in academic performance, 23% reported no change, and 14% reported improvement. Satisfaction with online learning varied (11% extremely satisfied; 9% extremely dissatisfied). Chi-square tests revealed no statistically significant associations between demographic variables and outcome measures, suggesting that reported challenges were broadly consistent across subgroups. Lack of face-to-face interaction was positively associated with perceived wellbeing strain (r = 0.61) and difficulty balancing academic responsibilities (r = 0.69). Exploratory factor analysis identified two domains: personal adaptation and structural educational barriers. Qualitative responses described disruption of routines, reduced clinical exposure, emotional strain, and use of adaptive coping strategies.
ConclusionMedical students reported substantial perceived stress and mental health challenges during educational disruption, yet many employed adaptive strategies that supported continuity in learning. The findings underscore the need for institutional approaches that prioritize wellbeing, reduce stress and emotional strain, and strengthen psychological resilience especially when designing future hybrid or emergency-learning models in medical education.