Association between medical school expectations, professional fulfillment, and mental health among medical students

A mixed-methods study

Dados Bibliográficos

ID22424939
AutoresCristiana N P Araujo (University of Florida), Adia Gomes (University of Florida), Lisa J Merlo (0000-0003-3613-7853, University of Florida, autor correspondente)
Ano2026
Volume26
Fascículo1
Data de publicação2026-02-27
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBMC Medical Education (JOURNAL)
Identificadores do periódicoISSN: 1472-6920 • E-ISSN: 1472-6920
EditoraSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1186/s12909-026-08824-5
PMID41761139
OpenAlexW7131796768
IdiomaEN
Referências citadas60

BACKGROUND: This mixed-method study aimed: (1) to determine associations between medical student training expectations, satisfaction with school-based wellness resources, self-reported wellbeing, professional fulfillment, and commitment to their career choice, and (2) to explore medical students’ perspectives regarding the ways medical schools could better support student wellbeing. METHODS: Medical students (N = 715; 60.1% female) from seven Florida medical schools completed an anonymous online survey. Responses were analyzed descriptively and qualitatively. RESULTS: Most students reported a decline in mental health since beginning medical school and indicated experiencing at least one burnout symptom via the Single-Item Burnout Measure. Having unmet training expectations was associated with worsened mental health (ρ = 0.465; p < .001) and increased burnout (ρ = − 0.434; p < .001). Students reporting unmet training expectations (ρ = 0.482; p < .001), lower professional fulfillment (ρ = 0.505; p < .001), worsening mental health (ρ = 0.450; p < .001), and more burnout (ρ = − 0.428; p < .001) also reported lower likelihood of re-choosing a career in medicine. Qualitative analysis demonstrated five key targets to enhance student wellbeing: (1) Social, emotional, and physical support; (2) Scheduling; (3) Academic support; (4) Finances; and (5) Organizational culture. CONCLUSIONS: Medical schools should prepare incoming students for the realities of medical training and promote dialogue between different stakeholders when developing or reevaluating wellbeing initiatives to enhance the culture of wellness within the learning environment. CLINICAL TRIAL REGISTRATION: Not applicable.

Burnout · Medical psychology · Medical school · MEDLINE · Mental health · Professional development · Health and Well-being Studies · Healthcare professionals’ stress and burnout · Innovations in Medical Education