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Financial Insecurity and Psychological Stress among Medical Students at Saint James School of Medicine: A Cross-Sectional Study

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Background: Financial insecurity is a growing concern among medical students and has been increasingly linked to adverse psychological outcomes. Students enrolled in international medical schools may be particularly vulnerable due to limited access to federal financial aid and increased reliance on private funding sources.

Objective: This study aimed to examine the relationship between financial insecurity and perceived psychological stress among medical students at Saint James School of Medicine (SJSM).

Methods: A cross-sectional survey was conducted among 84 SJSM medical students using an online questionnaire. Financial insecurity was measured using a custom financial insecurity scale, and psychological stress was assessed using the validated Perceived Stress Scale (PSS-10). Descriptive statistics, correlation analysis, and subgroup comparisons were performed.

Results: The mean PSS-10 score was 22.0 (SD = 7.98), indicating moderate to high stress levels. Overall, 82% of participants reported moderate or high perceived stress. A statistically significant positive correlation was found between financial insecurity scores and PSS-10 scores (r = 0.600, p < 0.001), demonstrating that greater financial insecurity was associated with higher psychological stress. Most students reported substantial financial strain, with 72.6% expressing concern about tuition affordability and 66.7% reporting that their educational debt felt overwhelming. Female students reported higher mean stress scores (23.8) compared to male students (18.2). Stress negatively affected academic functioning, with 65.5% reporting difficulty concentrating while studying, and more than one-third indicating that financial worries negatively impacted class attendance.

Conclusion: Financial insecurity was strongly associated with elevated perceived stress among SJSM medical students. These findings highlight the need for targeted institutional interventions, including expanded financial support systems, improved loan access, and integrated mental health resources to mitigate the academic and psychological impact of financial stress in international medical education settings.

Assessment of the Relationship between Sleep Hygiene Practices, Quality of Life and Academic Performance among Medical Students at the University of Lusaka, Zambia

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Influencing daily functioning, mental well-being, and overall quality of life, sleep quality is crucial to human physiology. Medical students, facing intense academic demands, often grapple with sleep disturbances, impairing their performance. This study at the University of Lusaka delves into the relationship between sleep hygiene, quality of life, and academic performance, drawing insights from esteemed organizations like the Institute of Medicine Committee on Sleep Medicine and Research (2006) and the World Health Organization (1999). Alarming results show 44.23% of students had poor sleep, averaging 6.7±1.6 hours. These challenges affected attention and cognitive functions adversely. Urgent interventions focusing on sleep quality and overall well-being are imperative, promising improved attendance, attention, and academic accomplishments, nurturing a healthier learning atmosphere and holistic student growth. The main objective of the study will be to investigate the relationship between sleep hygiene practices, quality of life and academic performance of medical students at the University of Lusaka in Zambia. The study had a sample of 497 participants that included diverse young adults (32.2% aged 18-25, 59.4% aged 26-35) with balanced gender representation (40.8% male, 59.2% female). Highest participation was noted in the lower academic year, Year 111 (17.9%). Prevalent issues in sleep hygiene (irregular schedules – 49.3%, excessive daytime napping – 58.4%) and stress-related factors (60.2%) affected participants. Positive social satisfaction (43.3% rated as 4) and effective stress management (36.4% rated as 5) were observed. Burnout was common (75.9% sometimes, 16.7% frequently), highlighting the need for mental health support. Participants showed dedicated study habits (55.5% studied 4-6 hours daily) and achieved notable academic results (39.6% received B+ in previous exams). Interventions addressing sleep hygiene, stress, and mental health are crucial for enhancing well-being and academic success. In conclusion, this study sheds light on the critical issue of poor sleep hygiene among medical students at the University of Lusaka, revealing its detrimental impact on their academic performance. The findings underscore the urgent need for comprehensive interventions tailored to enhance students’ sleep hygiene and overall well-being.