Purpose
Stress is a significant factor in medical education, influencing both well-being and academic performance. Gender may play a role in stress levels, but its impact during different phases of medical training remains underexplored. This study examines gender differences in stress levels during Phase 3 (career exploration phase) and explores its relationship with academic performance. The aim is to inform targeted wellness interventions tailored to gender-specific needs.

Methods
Data from 155 students at the Kirk Kerkorian School of Medicine were analyzed, focusing on stress levels and academic performance (Step 2 scores). A paired t-test was used to compare stress levels between different phases for both male and female students. Pearson’s correlation was used to examine the relationship between stress levels and Step 2 scores. Regression analysis assessed whether Step 2 scores predicted clinical performance across specialties such as Surgery.

Results
Female students reported significantly higher stress levels than male students at the end of Phase 3. Paired t-tests showed a significant increase in stress from Phase 1 to Phase 3 for both male (t = 2.53, p = 0.014) and female students (t = 3.12, p = 0.002). Step 2 scores were a significant predictor of clinical performance in Surgery (p = 0.032) and were negatively correlated with stress levels (r = -0.18, p = 0.05), suggesting that higher stress levels may be linked to lower Step 2 scores, which can impact clinical success.

Conclusions
This study highlights gender differences in stress during Phase 3, with female students experiencing more stress. The paired t-test revealed a significant increase in stress from Phase 1 to Phase 3, suggesting stress accumulates throughout medical education. Step 2 scores were predictive of clinical performance, with higher stress associated with lower scores. These results underscore the need for gender-sensitive wellness interventions.