ABSTRACT

Medical education entails substantial academic demands and psychosocial pressures that require students to adjust across cognitive, emotional, and social domains. This review examines student adjustment in medical education from a psychological perspective, focusing on key determinants and outcomes of the adjustment process. A narrative review approach was adopted, drawing on peer-reviewed studies published between 2000 and 2026, including empirical and review-based research addressing stress, coping, resilience, and mental health among medical students. The analysis synthesizes recurring psychological patterns influencing adjustment. Findings indicate that student adjustment is shaped by interacting factors such as academic workload, emotional stressors, institutional environment, and individual coping capacity. Elevated levels of stress, anxiety, and burnout reflect challenges in adaptation, whereas resilience and effective coping strategies are associated with improved psychological well-being and academic performance. Supportive learning environments further moderate student experiences. This review provides a focused psychological framework for understanding adjustment in medical education and highlights the need for targeted institutional strategies to promote student well-being and academic success. Keywords: Medical education; Student adjustment; Psychological stress; Coping strategies; Resilience; Academic performance; Mental health
Publication date: 01/11/2026

https://www.ijbpas.com/pdf/2026/November/MS_IJBPAS_2026_10614.pdf

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https://doi.org/10.31032/IJBPAS/2026/15.11.10614