ACADEMIC RELATED STRESS

Background: Academic-related stress has become a growing concern among university students, particularly those in medical and allied health disciplines. Previous studies have established that medical and health science students experience higher stress levels than their counterparts in other fields, yet limited data exist for students of Basic Medical Sciences at the University of Benin. Aim: The aim of this study was to determine the prevalence, patterns, and determinants of academic-related stress among students of Basic Medical Sciences at the University of Benin, as well as to identify their coping strategies. Methods: A descriptive cross-sectional study design was employed using stratified random, sampling. Data were collected from 300 undergraduate students across departments such as Nursing, Physiology, and Anatomy through a structured questionnaire incorporating the Perceived Stress Scale (PSS-10) and academic stress indicators. Descriptive and inferential statistics including Chi- square, ANOVA, and Pearson correlation were used to analyze relationships between demographic variables, departmental differences, and stress levels at a significance level of p < 0.05. Results: Findings revealed that 86% of respondents experienced moderate stress, while 13.3% reported high stress levels. No significant gender differences were observed (p = 0.412), but significant variations existed across departments (p < 0.001), with Nursing students showing the highest stress levels. A positive correlation (r = 0.411, p < 0.001) was found between academic related stress and overall perceived stress. The most common coping strategies included talking with friends (24.7%), engaging in physical activities (24.7%), and religious practices (23%), while only 17% sought professional counseling. Conclusion: The study concludes that academic-related stress is highly prevalent among Basic Medical Science students at the University of Benin. Academic workload, frequent assessments, and clinical exposure were major stressors. Institutional interventions such as counseling services, stress management workshops, and curriculum review are recommended to enhance students’ psychological well-being and academic performance.