Purpose
This study aims to explore the relationship between musical education and perceived stress among medical students, focusing on whether skills and habits developed through musical training can help mitigate the psychological demands of medical education. Medical students often face intense stress due to rigorous academic workloads, long hours, and emotional challenges. Musical training has been associated with enhanced emotional regulation, stress resilience, and cognitive focus, making it a potential tool for managing stress in a high-pressure environment. While previous research has established the cognitive and emotional benefits of musical training, its specific impact on stress resilience in high-pressure academic settings remains under-explored.

Methods
The study will adopt a mixed-methods design, involving about 200 first to third year medical students with and without prior musical training. Quantitative data will be collected using the Perceived Stress Scale (PSS). Qualitative data will be gathered through surveys exploring student’s previous involvement in music including if and when they were formally educated, their musical education in school, their current involvement in music in medical school, and other relevant questions.

Results
It is expected that results may reveal a statistically significant negative correlation between musical training and students’ perceived stress score. The paper may conclude that optional music-based activities into medical curricula could benefit student well-being and stress resilience, and may support the development of holistic wellness programs that integrate arts-based interventions into medical education.

Conclusions
Future research could explore longitudinal impacts and variations across different types of musical involvement to further validate these correlations. By highlighting the intersection of music and mental health, this study may underscore the potential of interdisciplinary approaches in fostering resilience in medical training.