Assessment of Examination Stress and Its Impact on Cognitive Function among Medical Students

Background: Exam stress is a prevalent concern among medical students, potentially influencing their cognitive function and academic performance. This research evaluates student well-being in medical education by examining the correlation between stress levels and cognitive performance. Method: A total of 80 (40 males and 40 females) healthy MBBS students participated. A stress questionnaire was given and assessed. Cardiovascular parameters were also assessed. The ART and VRT were Recorded before (pre-examination setting) and after 3 months of examination (post-examination setting). The data were analysed by using SPSS 25.0 version. Result: Regardless of gender, all indicators, including PR, SBP, DBP, ART, VRT, and stress ratings, increased in the pre-examination setting. Female learners had elevated PR, while males showed increased stress scores and SBP in the pre-examination scenario. The prevalence of ART and VRT was higher in females than in males in both settings. Conclusion: The study concludes that the stress of exams negatively impacts the cognitive function of medical students. Female students are more affected than males. Therefore, it is recommended that early counseling is provided to students to reduce their stress levels.