Assessment-Related Stress among First-Year MBBS Students: A Cross-Sectional Study

Abstract

Background: Assessment is an integral component of competency-based medical education and is intended to facilitate continuous learning, self-directed study, and competency development. However, frequent internal assessments, extensive syllabus coverage, and inadequate preparation time may contribute to academic stress, particularly among First MBBS students.
Aim: To study the assessment-related stress among First MBBS students, identify major assessment-related stressors, and explore factors that may reduce stress and improve academic confidence.
Materials and Methods: A cross-sectional, questionnaire-based study was conducted among 150 First MBBS students. Institutional Ethics Committee approval was obtained, and informed consent was secured from all participants. A structured, self-designed questionnaire assessed assessment frequency, syllabus load, adequacy of preparation time, performance pressure, feedback, and faculty support. Responses were recorded using a five-point Likert scale. Data were analyzed using descriptive statistics.
Results: Approximately 72% (108/150) of students perceived internal assessments as moderately to highly stressful. The major reported stressors were extensive syllabus coverage (74%), frequent assessments (68%), and short gaps between examinations (61%). Assessment-related stress was perceived to affect concentration in 58% of students, sleep in 46%, memory in 42%, and overall academic performance in 39%. Adequate preparation time (65%), constructive and timely feedback (71%), and supportive teacher guidance (69%) were identified as factors that helped reduce stress and improve confidence.
Conclusion: Assessment-related stress is common among First MBBS students. Extensive syllabus coverage, frequent assessments, and short intervals between examinations were the major perceived stressors. Optimizing assessment frequency and spacing, providing adequate preparation time, ensuring timely constructive feedback, and strengthening faculty mentoring may reduce assessment-related stress and promote effective learning.