PURPOSE
Medical students frequently experience high stress, which may affect
well-being and academic performance. Exercise is a known protective factor
for mental health, yet its relationship with stress and academic outcomes in
medical students remains unclear. This study aims to examine associations
among physical activity, perceived stress, and academic performance in
preclinical medical students.
METHODS
This cross-sectional study will survey preclinical students at a single
U.S. medical school. Physical activity will be measured using the Godin–Shephard
Leisure-Time Physical Activity Questionnaire (GSLTPAQ) to generate a Leisure
Score Index (LSI). Perceived stress will be assessed with the Perceived
Stress Scale (PSS-10), and well-being with the WHO-5 Index. Lifestyle
covariates will include sleep duration and quality, burnout frequency, weekly
exercise minutes, exercise days per week, and common exercise types. Academic
performance will be captured through self-reported relative standing and
typical examination score ranges. Analyses will include descriptive
statistics, correlation testing, and multivariable regression models
examining associations among LSI, PSS-10, WHO-5 scores, and academic
performance.
RESULTS
Expected results include wide variability in physical activity patterns and
stress levels across students. Higher LSI scores are anticipated to correlate
with lower perceived stress and higher well-being scores. Anticipated
patterns include variability in activity levels and an inverse association
between LSI and perceived stress. Qualitative themes are expected to
highlight exercise as a common coping strategy.
CONCLUSIONS
Greater leisure-time physical activity is expected to be associated with
lower stress and improved well-being among medical students, with less
definitive effects on academic performance. These findings may guide the
development of exercise-focused wellness interventions that support
resilience and promote healthier learning environments in medical education.