Beyond the White Coat: Depression, Anxiety, and Stress Among Medical Students Worldwide: A Systematic Review and Meta-Analysis

Abstract

Background: Medical training is inherently demanding and has been associated with a high risk of psychological distress. Increasing global evidence indicates that medical students experience elevated levels of depression, anxiety, and stress compared to their non-medical peers, raising concerns about their well-being and future professional performance. Objective: To estimate the global prevalence of depression, anxiety, and stress among medical students through a systematic review and meta-analysis. Methods: A systematic search of PubMed, Scopus, Web of Science, and Google Scholar was conducted for studies published up to December 2025. Observational studies reporting the prevalence of depression, anxiety, and/or stress among medical students using validated assessment tools were included. Data extraction and quality assessment were performed independently by two reviewers. A random-effects meta-analysis (DerSimonian–Laird method) was used to calculate pooled prevalence estimates with 95% confidence intervals. Heterogeneity was assessed using the I² statistic, and publication bias was evaluated using funnel plots and Egger’s test.

Results: A total of 42 studies comprising 38,512 medical students across multiple regions were included. The pooled prevalence of depression was 32.4% (95% CI: 28.1–36.7%), anxiety was 36.8% (95% CI: 31.5–42.2%), and stress was 34.1% (95% CI: 29.3–38.9%). Substantial heterogeneity was observed (I² > 85% for all outcomes). Higher prevalence rates were reported in Asia and the Middle East compared to Europe and North America. Funnel plot analysis suggested minimal publication bias. Conclusion: Depression, anxiety, and stress are highly prevalent among medical students worldwide, affecting nearly one-third of this population. These findings highlight an urgent need for structured mental health interventions, including early screening, accessible counseling services, and curriculum reforms, to promote well-being and ensure the development of resilient future healthcare professionals.