Abstract
Introduction: Anatomy is a core component of medical education that requires substantial study time and cognitive effort. The extensive and complex nature of anatomical content may contribute to increased academic workload, stress, and variability in academic performance among medical students. This study aimed to examine the relationship between anatomy study workload, perceived stress levels, coping strategies, and academic performance in undergraduate medical students.
Methods: A cross-sectional correlational study was conducted among 150 undergraduate medical students at Nandha Medical College and Hospital, Erode, Tamil Nadu, India. Data were collected using a validated self-administered questionnaire assessing weekly study hours, perceived stress levels using a 10-point Likert scale, coping strategies, and academic performance. Self-reported academic performance was verified using institutional records. Descriptive statistics, Pearson correlation analysis, analysis of variance, and chi-square tests were used for data analysis.
Results: Students who studied 31–35 hours per week reported the lowest mean stress levels (6.91), whereas students studying fewer than 25 hours or more than 40 hours per week experienced higher stress levels. A moderate negative correlation was observed between perceived stress and academic performance (r=−0.24, P<0.05). Students with moderate stress levels (7–8) demonstrated slightly better academic performance compared with those in the low (5–6) and high (9–10) stress groups, although differences in GPA were not statistically significant. Peer support and time-management strategies were the most commonly reported coping mechanisms, while relaxation-based strategies such as meditation and social support were less frequently used by students experiencing sleep disturbances.
Conclusion: Moderate levels of academic stress were associated with relatively better academic performance, whereas both low and high stress levels were linked to less favorable outcomes. These findings highlight the importance of balancing anatomy workload and incorporating structured stress-management strategies, including peer support and time-management training, to promote student well-being and optimize academic performance.