Researchers studied 195 first-year medical students in Colombia to understand how stress affects their hearts and emotions. They found that three out of four students felt moderate to high stress, which can harm heart health. The good news? Students who were better at understanding and managing their emotions, plus those who exercised regularly, had lower stress and better heart health. The study shows that medical school is tough on young doctors-in-training, but learning emotional skills and staying active can help protect their health during this challenging time.

The Quick Take

  • What they studied: How stress, emotions, and heart health are connected in first-year medical students
  • Who participated: 195 medical students (about 62% women) in their first year at a medical school in Bogotá, Colombia
  • Key finding: About 77.6% of students reported moderate to high stress levels. Students who were better at managing their emotions and exercised regularly had lower stress and healthier hearts. However, students who got too caught up in others’ emotions or paid too much attention to their own emotional reactions had more stress and worse heart health.
  • What it means for you: If you’re starting medical school or any demanding program, learning to manage your emotions and staying physically active can help protect your mental and physical health. However, this study was done in Colombia, so results may differ in other countries or schools.

The Research Details

This was a cross-sectional study, which means researchers collected information from students at one point in time rather than following them over months or years. All 195 students completed surveys about their stress levels, emotional skills, and ability to understand others’ feelings. Researchers also measured their heart health using two methods: the American Heart Association’s Cardiovascular Health Index (which looks at diet, exercise, and other factors) and waist-to-height ratio (a simple measurement that shows if weight is distributed in a healthy way).

The researchers then used statistical analysis to find connections between stress, emotions, and heart health. They looked at which emotional skills protected students from stress and which ones made stress worse. This type of study is good for finding patterns and connections, but it can’t prove that one thing directly causes another.

Medical school is known to be extremely stressful, and stress can damage both mental health and physical health, especially the heart. Most research on this topic focuses on older medical students or doctors, not first-year students. This study is important because it looks at younger students early in their training, when interventions might help prevent long-term health problems. Understanding which emotional skills help or hurt can guide schools in creating better support programs.

This study has several strengths: it used validated surveys (meaning the tools have been tested and proven reliable), it included a decent sample size of 195 students, and it measured both psychological (mental) and physical health factors. However, the study only looked at students in one city in Colombia, so results may not apply everywhere. The study was done at one point in time, so we can’t know if stress causes heart problems or if heart problems cause stress. Additionally, students who were struggling the most might have been less likely to participate, which could skew the results.

What the Results Show

The study found that stress is very common among first-year medical students—more than three out of four reported moderate to high stress levels. Interestingly, most students had good overall heart health scores on paper, but when researchers looked closer, they found many students had poor eating habits and didn’t exercise enough.

The most interesting finding was about emotional skills. Students who were better at understanding their own emotions (called ’emotional clarity’) and could fix their bad moods (called ’emotional repair’) had lower stress levels and better heart health. These skills seemed to protect students from the harmful effects of stress. In contrast, students who paid too much attention to their own emotions or got too caught up in others’ emotional problems had higher stress and worse heart health markers.

Physical activity was also protective—students who exercised a moderate amount had lower stress and better cardiovascular health. Age and waist measurements also mattered: older students and those with more weight around their middle had higher stress and worse heart health indicators.

The study found that emotional attention (focusing too much on your own feelings) was linked to intermediate heart health scores, meaning it wasn’t the worst but wasn’t ideal. Personal distress (feeling overwhelmed by others’ problems) was particularly harmful for students already experiencing high stress. These findings suggest that while being aware of emotions is good, overdoing it can backfire. The research also confirmed that poor diet and lack of exercise were common problems even though students’ overall health scores looked okay on the surface.

Previous research has shown that medical students experience high stress and that stress can harm heart health. This study adds new information by showing that emotional skills matter just as much as physical health habits. It also shows that in countries with earlier medical training (like Colombia’s undergraduate system), stress problems start earlier than in countries where medical school begins after college. The finding that emotional regulation skills are protective is relatively new and suggests that mental health support should focus on teaching these specific skills.

This study has important limitations to consider. First, it only looked at students in one city in Colombia, so the results might not apply to medical students in other countries or even other parts of Colombia. Second, it was a snapshot in time—researchers only measured students once, so they can’t prove that stress causes heart problems or that emotional skills prevent them. Third, students who were really struggling might have been less likely to fill out the surveys, which could make the results look better than reality. Fourth, the study relied on students reporting their own stress and emotions, which might not be completely accurate. Finally, the study can’t explain why these connections exist—just that they do.

The Bottom Line

If you’re a medical student or in any high-stress program, focus on developing emotional clarity (understanding your own feelings) and emotional repair (managing your moods). These skills appear to protect against stress-related health problems. Additionally, aim for moderate physical activity—this doesn’t mean intense exercise, just regular movement. Be careful not to get too caught up in others’ emotional problems or obsess over your own feelings, as this can increase stress. These recommendations are supported by this research, but more studies are needed to confirm they work long-term. Talk to your school’s counseling or health services about learning these emotional skills.

This research is most relevant to first-year medical students, especially those in countries with undergraduate medical programs. It’s also useful for medical school administrators and counselors who design student support programs. Parents of medical students might find this helpful for understanding what their children are experiencing. However, if you’re not a medical student, the emotional skills discussed (clarity and repair) are still valuable for managing stress in any demanding situation. People with existing heart conditions should talk to their doctor before making changes based on this research.

Stress reduction and improved heart health don’t happen overnight. Research suggests that emotional skills take weeks to months to develop with practice. Physical activity benefits can appear within 2-4 weeks (better mood and sleep), but cardiovascular improvements typically take 8-12 weeks of consistent activity. The protective effects against stress might take several months to become noticeable. Starting these practices early in medical school (or any stressful program) is important because prevention is easier than fixing problems later.

Want to Apply This Research?

  • Track daily stress levels (1-10 scale) alongside emotional clarity moments (times when you understood why you felt a certain way) and physical activity minutes. Look for patterns—do days with more exercise and emotional awareness have lower stress scores?
  • Set a goal to do 30 minutes of moderate physical activity (brisk walking, cycling, swimming) at least 3 days per week. When stressed, pause and ask yourself ‘What am I feeling and why?’ (emotional clarity). If you notice a bad mood, try one small thing to improve it—a short walk, talking to a friend, or listening to music (emotional repair).
  • Weekly check-in: Rate your average stress level, count days you exercised, and note how many times you successfully identified and managed your emotions. Over 4-8 weeks, you should see patterns. If stress stays high despite these efforts, reach out to your school’s counseling services.

This research describes patterns found in one group of medical students in Colombia and should not be used to diagnose or treat any medical condition. If you’re experiencing high stress, anxiety, or symptoms of heart problems, please consult with a healthcare provider or mental health professional. The emotional skills and physical activity recommendations are general wellness suggestions and are not a substitute for professional medical or psychological treatment. Results from this study may not apply to all populations or settings. Always talk to your doctor before starting a new exercise program, especially if you have existing health conditions.