EFFECT OF ANXIETY AND DEPRESSION AMONG BS STUDENTS OF GULLAS COLLEGE OF

MEDICINE, INC. OF THE ACADEMIC YEAR 2023-2024

A Research Proposal

Presented to the Department of Research

Gullas College of Medicine, Inc.

Banilad, Mandaue City, Cebu, Philippines

Submitted By:

LEADER- Anushka Awasthi

MEMBERS- Takshita Gawai, Rishita kaushik, Anuneha Billore, Aashi

Maheshwari, Anuj Mehta, Tanvi Bagadia, Bhumika Patidar, Bhumesh Upadhyay,
Jatin, Priyal Joshi, Sharmada Shetti, Sachin Sharma, Shruti Goswami,
Samruddhi Jathar, Tanishq Vaishnav, Mahin Singla, Rahul, Amar Gautam.

DATE- MAY 2024

ADVISOR:
 ACKNOWLEDGEMENT

We would like to express our sincere gratitude to our

esteemed advisor,
Dr. for his unwavering guidance and invaluable
insights throughout the development of this research proposal.
Their mentorship has been instrumental in shaping the course
of this project.
We would also like to extend our appreciation to Gullas
College of Medicine, Inc. for providing an environment
conducive to scholarly pursuits. The resources and academic
support offered by the institution have been indispensable in
this endeavour.
Furthermore, we wish to recognize the collaborative efforts of
our dedicated colleagues. Their contributions and constructive
feedback have enriched the quality and depth of this proposal.
This research project would not have been feasible without the
collective support and expertise of these individuals and the
resources at our disposal. We are truly grateful for their
contributions to this academic undertaking.
 The
Researchers

CHAPTER 1 (THE PROBLEM AND IT'S SETTING) 6-16

INTRODUCTION 6-7
THEORETICAL FRAMEWORK 7-10
STATEMENT OF THE PROBLEM 10
GENERAL OBJECTIVE10
SPECIFIC OBJECTIVE 11
SIGNIFICANCE OF THE STUDY 11-13
HYPOTHESIS 13-14
DEFINITION OF TERMS 14-17
CHAPTER 2 (REVIEW OF RELATED LITERATURE)
KNOWLEDGE OF TRAUMA AND SUBSTANCE ABUSE
DIFFERENT STUDIES ON TRAUMA AND SUBSTANCE ABUSE
PREVELANCE
RISK FACTORS
CONSEQUENCES
PREVENTION AND TREATMENT
CHAPTER 3 (RESEARCH DESIGN AND METHODOLOGY)
RESEARCH DESIGN
RESEARCH ENVIRONMENT
STUDY POPULATION
DATA GATHERING PROCEDURE
SCOPES AND LIMITATION
SAMPLING SCHEME
METHOD OF COLLECTING DATA
DATA ANALYSIS
DATA INTERPRETATION
SAMPLE QUESTIONNAIRES
BUDGET
ETHICAL CONSIDERATION
RISK-BENEFIT ASSESMENT
CONTENT, COMPREHENSION, AND DOCUMENTATION OF INFORMED CONSENT
AUTHORIZATION TO ACCESS PRIVATE INFORMATION
CONFIDENTIALITY PROCEDURE
DEBRIEFING, COMMUNICATIONS AND REFERRALS
INCENTIVES OR COMPENSATION
CONFLICT OF INTEREST
SELECTION OF RESPONDENTS
VULNERABILITY ASSESMENT
COLLABORATIVE STUDY TERMS OF REFERENCES
DATA GATHERING PRODECURE
REFERENCES
APPENDICES
List of Tables
Timeline Gantt Chart

CURRICULLUM VITAE
 CHAPTER 1
THE PROBLEM AND ITS SETTING

Introduction:

Anxiety and depression, among students are concerns that have received

considerable research attention. The challenging nature of training and the stress

levels inherent in the field can pose mental health hurdles for students. Studies show

that medical students experience rates of anxiety and depression compared to the

population.

Various factors contribute to the onset of anxiety and depression in students,

including pressure emotional demands of patient care and the shift from theoretical

studies to practical experience. Institutional elements such as training year school

status, location as personal factors like gender, school location and financial aid play

a role in students mental well being. A study conducted across centers in Brazil

revealed that symptoms of depression and anxiety were linked to institutional

aspects.
The impact of anxiety and depression extends beyond performance and personal

life, for students; it also affects their professional growth and future patient

interactions.

Medical students experiencing levels of anxiety and depression tend to express

disagreement, with statements about having access to psychological support and a

strong support network for fellow stressed students highlighting the necessity, for

improved institutional support.

Committing to a professional career in medicine involves an academically grueling

path with harsh examinations, difficult studying, and demanding clinical training. As a

result, it has become one of the most difficult career paths, with lifelong difficulties.

Examples of those strains, medicine students endure high rates of anxiety and

depression during their studies. Their academic success seems to be jeopardized

and their future ability to provide adequate patient care. Thus, this paper will discuss

the consequences of anxiety and depression on malaysia medical university.

It is quite disturbing that the rates of anxiety and depression among medical students

are above the observed levels in the general populations and similar student

populations. According to previous research, prevalence rates of psychological

distress among medical students internationally include rates ranging between 20%

and 40% for anxiety disorders and between 10% and 30% for depressive disorders .

Thus, this information clearly implies that the situation at hand is critical, and drastic

measures should be taken to tackle the problem.

The intricate interplay of different internal and external factors is largely to blame for

the increased vulnerability of medical students to anxiety and depression. High

academic demands including vast coursework, tight schedules and fierce

competition are normally on top. Moreover, psychological stress can be intensified

through the emotional burden associated with witnessing human suffering or being

part of such experience as well as dealing with ethical dilemmas by medical

students. In addition, personal susceptibilities like perfectionism, self-blame and lack

of sufficient coping strategies may predispose a person more to mental problems.

Acknowledging these causes is an important step towards establishing a positive

environment for studying in medical school.

RATIONALE OF THE STUDY:

Imagine that you are a medical student who has to study all the time, take very

important exams and learn how to be successful. Because of this high-pressure

environment, students like you usually get depressed or anxious, thus it is essential

to know about emotional state.

This knowledge would be helpful in promoting mental health for medics. This is not

just about improving grades; it’s about making sure that our future doctors remain

healthy, contented, and ready to give their patients the best care they can. What this

mean is that if a doctor himself is well then he will provide good care.
Therefore, studying these problems related to mental health becomes a way to

healthier life for all – medical students as well as healthcare specialists and patients.

The goal is to create an atmosphere where students thrive both academically and

personally.

The research is focused on studying the influence of anxiety and depression on the

welfare of medical students. We expect to uncover their situations that can provide

us with direction regarding their difficulties, hence help them to cope with stressful

studies. Eventually, we are interested in showing that medical students also have

feelings as humans and they need improved counseling services so that they can be

able to manage different challenges that they face during their programs at school.

THEOROTICAL FRAMEWORK:

Allostatic load, or the wear and tear on the body that occurs when a person is

subjected to repetitive or chronic stress, could serve as the theoretical foundation for

research on the consequences of anxiety and depression among medical students.

According to this concept, medical students' ongoing pressure and stress may cause

them to be overexposed to stress mediators such immunologic, endocrine, and

neurological responses, which may have a negative impact on their health and

cause anxiety and depression.

 Cognitive behavioural theory: Certainly! Cognitive Behavioral Theory (CBT) is a

widely used therapeutic approach that focuses on the interplay between thoughts,

feelings, and behaviors. Let's explore how CBT can help address anxiety and stress

among medical students. Our emotions and behaviors, CBT says, are influenced by

our thoughts or cognitions. Emotional responses can be changed and coping

strategies improved when people identify negative thought patterns and challenge

them.

It is common for medical students to come under severe pressure due to tough

scholastic work schedules, clinical rotations as well as high standards required of

them.

Their mental health, academic performance, and general wellness are affected by

anxiety and stress.

CBT Interventions for Medical Students:

Thought Monitoring: Students learn to recognize automatic negative thoughts

related to stress and anxiety. They track these thoughts and assess their accuracy.

-Cognitive Restructuring: Students challenge irrational or distorted thoughts. For

instance:

"I'll fail this exam." → Replace with: "I've prepared well, and I'll do my best."

-Behavioral Activation: Encourages engagement in positive activities (e.g.,

exercise, hobbies) to counteract stress.

 Relaxation Techniques: Deep breathing, progressive muscle relaxation, and

mindfulness help manage anxiety.

Problem-Solving Skills: Students learn effective problem-solving strategies to

tackle stressors.

Research shows that CBT can significantly reduce anxiety and stress levels among

medical students.

- It empowers students to develop healthier coping mechanisms and build

resilience.

Stress coping theory: Stress coping theory provides insights into how individuals

manage stressors and adapt to challenging situations. When applied to the context

of anxiety and depression among medical students, here are relevant aspects:

Coping Strategies: Medical students employ various coping strategies to deal with

stress, anxiety, and depression. These strategies can be adaptive (helpful) or

maladaptive (detrimental).

Adaptive Coping: These strategies promote well-being and resilience. Examples

include seeking social support, problem-solving, positive reframing, and acceptance.

Maladaptive Coping: These strategies may worsen mental health. Examples include

denial, behavioral disengagement, and substance use.

Gender Differences: Research suggests that males and females may engage in

different coping strategies. For instance, females tend to use more behavioral

disengagement, while males use less emotional and instrumental support.

Year of Study: Coping strategies can vary across different stages of medical

education. Third-year students, for example, may resort to denial more frequently

than pre-clinical students.

Understanding these coping mechanisms helps tailor interventions to support

medical students' mental health during their rigorous training.

CONCEPTUAL FRAMEWORK:

Dependent Variable:

Anxiety: Standardized anxiety scales can be used to quantify anxiety, which might

include things like concern, fear of failing, and social anxiety associated with going to

medical school.
Depression: This condition might have symptoms like low mood, interest loss,

worthlessness, changes in sleep or food, and is measured using standardized

depression scales.

Independent Variable:

Academic Performance: Exam results, GPA, and self-reported satisfaction with

performance could be used to gauge this.

Mental Health Outcomes: These could include extra assessments of the intensity of

sadness and anxiety, burnout, sleep patterns, and suicidal thoughts.

Well-being: This could be a more comprehensive term that includes social

interaction, physical health, and general quality of life.

Moderate Variable:

Year in Medical School: Some years (e.g., BS students) may have greater rates of

anxiety and depression

Social Support: Relatives, friends, and classmates who provide strong social support

help mitigate the negative consequences of anxiety and depression.

Personality Traits: Students that exhibit neuroticism or perfectionism, for example,

may be more prone to anxiety and despair.

Statement of the Problem:

General Objectives:

We aim to understand the complexity and subtleties of the ways that depression and

anxiety impact medical students' daily lives, influencing their academic trajectory.

By examining these impacts, we hope to create a more understanding learning

environment by bridging the gap between the academic community and students'

individual problems.

In order to enable medical students to succeed in their studies and in their future

employment as doctors, it is intended to provide them with the knowledge and

techniques necessary to identify, address, and overcome these mental health issues.

Specific Objectives: In order to determine how common and severe these

emotions are among medical students, we want to measure their degrees of anxiety and

sadness.
Identifying the primary causes of these mental health problems, whether they stem from the

demanding academic environment, internal stresses, or other elements of the student

experience, is our main objective.

We want to see how medical students compare to their counterparts in other competitive

areas to determine whether there is anything special about medical school that affects

mental health.

In order to provide students with the assistance they require for success, we intend to

develop methods and resources that will enable them to better manage their mental health.

In the end, we hope to utilize our research to advocate for modifications to the medical

school curriculum and to foster a society that values mental health and offers genuine

assistance to individuals in need.

Significance of the study:

The study on the effect of anxiety and depression among medical students is

significant for several reasons:

1.Prevalance: Anxiety and depression are extremely common disorders that afflict

people from a wide range of demographic backgrounds all around the world. These

mental health concerns are especially important for medical students because of the

particular pressures they encounter in their training and education.

2.Impact on well being: Medical students deal with a lot of stress, pressure to

perform well academically, and lengthy work hours. These elements raise the

possibility of anxiety and depression1. In order to promote student well-being, it is

imperative to comprehend the prevalence and impact of these illnesses.

3.Risk Factors: Research aids in the identification of risk factors for medical students'

anxiety and sadness. Academic (including workload, tests, and clinical rotations) or

non-academic (such pressures in one's personal life) variables might be included in

this list. Interventions can be designed to lessen the impact of these risk factors by

having a better understanding of them.

4.Health policy implication: Health policies are based on a cross-sectional picture of

students' psychological health. This information can be used by policymakers to

create preventive and therapeutic initiatives. For instance, offering programs for

stress management, mental health support services, and work-life balance.

5.Gender differences: Studies frequently show that there are gender inequalities,

with women experiencing these diseases at a higher rate than men1. Targeted

actions are possible if these gaps are identified.

6.Long term effects: Anxiety and depression can affect patient care, cause burnout,

and lower academic performance if left untreated. Teachers and institutions can put

policies in place to assist students during their medical journey by researching these

consequences.

In summary, research on anxiety and depression among medical students

contributes to a holistic understanding of their well-being, informs policy decisions,

and guides interventions to promote mental health.

HYPOTHESES:
For the study examining the effects of anxiety and depression among medical

students, you would typically formulate two hypotheses: a null hypothesis (H0)

and an alternative hypothesis (H1). These hypotheses can be stated as follows:

Null Hypothesis (H0): The general public (or a particular control group) and medical

students do not differ in their levels of anxiety or depression.

Alternative Hypothesis (H1): The general public (or a particular control group) and

medical students have different anxiety and depression levels.

We are interested in knowing if medical students have higher or lower levels of

anxiety and depression in comparison to the control group because this is a two-

tailed hypothesis.

Here are some variations depending on the specific research question:

H0: Throughout medical school, there is little to no change in the anxiety and

depression levels.

H1: Anxiety and depression levels dramatically fluctuate (rise or fall) during medical

school.
H0: There is no correlation between the degree of anxiety or depressive symptoms

with the academic year.

H1: There is a correlation (e.g., increased anxiety in later years) between the degree

of anxiety or depression symptoms and the academic year.

DEFINITION OF TERMS:

1. Anxitey:

Definition: Anxiety is a long-acting, future-focused reaction that is primarily focused

on a vague threat. It involves sensations of dread, anxiety, and discomfort around

possible circumstances or occurrences.

Context for Medical Students: The demands of their future professions, clinical

responsibilities, and academic obligations can all cause anxiety in medical students.

2. Depression

Definition: Depression is a type of mental disorder marked by enduring melancholy,

hopelessness, and disinterest in or enjoyment from routine activities. It has an

impact on a person's mental, emotional, and physical health.

Context for Medical Students: Because of their hard coursework, lengthy workdays,

and exposure to emotionally taxing events during clinical rotations, medical students

are susceptible to depression.

3. Medical Students: Students pursuing a medical degree are those who are

engaged in educational programs with the goal of becoming doctors or other

healthcare professionals. Students in all phases of their medical education, including

preclinical, clinical, and resident training, are included in this phrase.

4. Effect: Within this issue, "effect" means how anxiety and depression affect medical

students' mental health, academic performance, quality of life, and professional

development. This involves looking at how depression and anxiety may help or hurt

students' capacity to manage academic pressures, engage with peers and teachers,

and complete their coursework.

Additional terms:

Mental health burden: The detrimental effects of mental health illnesses on people,

families, and society at large is known as the "mental health burden." This can be

quantified in terms of decreased quality of life, medical expenses, and lost

productivity.
Academic Performance: A student's achievement in their coursework as determined

by their test results, grades, and other assessments.

Professional development is the continuous process of gaining the expertise,

experience, and knowledge required for success in the workplace. In the context of

medicine, this entails growing professionally and in clinical and communication skills.

CHAPTER 2

REVIEW OF RELATED LITREATURE

The literature on the effects of anxiety and depression among medical students indicates a

significant prevalence of these conditions, with various studies highlighting the impact on this

demographic

According to a comprehensive review, the prevalence of anxiety varied from 8.54% to

88.30%, with an average of 27.22%, while the prevalence of depression ranged from

13.10% to 76.21%, with an average of 32.74%, among Chinese medical students. The study

recommended that greater steps be made to support at-risk pupils by highlighting a number

of drivers of depression and anxiety, including individual characteristics, social and economic

issues, and environmental factors.

The prevalence of anxiety and depression in medical students was the subject of another

review article, which also noted that students from Middle Eastern nations had greater rates

of depression than those from other locations. Additionally, it was discovered that both

academic and non-academic variables contributed to these disorders, with female students

being afflicted more frequently than male students.

According to research, the prevalence of depression was highest among first-year medical

students (33.5%) and subsequently declined to 20.5% by the fifth year. This shows that

medical students' mental health is greatly impacted by the academic year, and that stress

levels may even get worse over time.

A recent literature review conducted over a six-year period shed light on the frequency and

determinants of anxiety and depression among undergraduate health science students,

underscoring the necessity of a multifaceted strategy to tackle these problems.

Given the high levels of stress and strain medical students experience during their training

and education, our findings highlight the significance of addressing mental health difficulties

within this population. For this group, interventions and support networks are essential to

reducing the impact of depression and anxiety.

At the University of Cape Town in South Africa showed that 36.4% of medical students had

severe depressive disorder and 45.9% had anxiety disorder above the cut-off points.

Diagnoses of anxiety and depression were substantially correlated with female sex (van der

Walt et al., 2020).

These issues affect more than just particular nations. A review that examined the

prevalence, causes, and effects of anxiety and depression among university students in low-

and middle-income countries (LMICs) brought attention to this worldwide concern

(Systematic Reviews, 2018).

These results highlight the importance of treatments and support networks in reducing the

negative impacts of anxiety and depression on medical students, given the substantial

influence these disorders may have on their overall health and ability to practice medicine in

the future.

Depression and Anxiety Prevalence:

Anxiety and sadness are highly prevalent among medical students globally, according to

numerous research. According to a systematic review by Rotenstein et al. (2016), 11% of

medical students reported having suicide thoughts, and roughly 27% of students reported

having depression or depressive symptoms.

Effect on Scholarly Achievement:

The effect of anxiety and depression on the academic performance of medical students has

been the subject of numerous research. According to Dyrbye et al. (2006), medical students

who suffer from depression are more likely than their colleagues who do not to report

academic difficulties and receive poorer exam scores.

Impacts on Emotional Health and Welfare:

Medical students' mental health and general well-being are also impacted by anxiety and

depression, in addition to their academic achievement. Research indicates that medical

students who experience anxiety and depression are more likely to have burnout, substance

addiction, and suicide thoughts (Dyrbye et al., 2008).

Risk factors and stressors:

Medical students experience anxiety and depression due to a variety of stressors, such as

the demanding academic schedule, peer pressure, lack of sleep, and failure-related worry.

According to a Yusoff (2013) study, there are important risk factors for anxiety and

depression among medical students, including feminine gender, academic stress, and

interpersonal problems.

Interventions and Systems of Support:

A range of therapies and support systems, such as peer support groups, stress management

courses, and counseling services, have been suggested to treat anxiety and depression in

medical students. Medical students' symptoms of anxiety and depression can be effectively

reduced by mindfulness-based stress reduction, according to a meta-analysis conducted in

2013 by Regehr et al.

Overall, research shows that medical students frequently experience anxiety and despair,

which can have a serious detrimental effect on their wellbeing, mental health, and academic

achievement. In order to promote the general well-being and academic achievement of

medical students, it is imperative that these difficulties be addressed through focused

interventions and support networks.

Medical students' academic performance and patient care are significantly impacted when

they experience anxiety and despair. Research has repeatedly demonstrated that children

who are experiencing psychological distress are more likely to have academic

underachievement, which includes poorer performance on tests, higher absence rates, and

decreased productivity (Dyrbye et al., 2006; Ludwig et al., 2019). Additionally, studies

indicate that medical students who do not receive treatment for mental health disorders may

be more vulnerable to professional misconduct, medical errors, and a reduction in empathy,

all of which could lower the standard of patient care (Thomas et al., 2009; Schwenk et al.,

2010).

Medical students who experience anxiety or sadness may do so for a variety of reasons. A

prominent cause of stress is academic pressure, which includes a demanding workload, high

standards, and performance pressure (Dahlin et al., 2005; Dyrbye et al., 2010). Burnout and

psychological distress are frequently caused by the competitive environment and demanding
nature of medical education (Ibrahim et al., 2013). Medical students' mental health issues

are also exacerbated by worries about their future employment opportunities, financial

obligations, and the emotional strain of patient care (Brazeau et al., 2014).

Globally, medical students exhibit startlingly high rates of anxiety and sadness, according to

numerous studies. Approximately 27% of medical students reported having depression or

depressive symptoms, according to a meta-analysis by Rotenstein et al. (2016). Anxiety

rates were much higher. Hope et al. (2019) conducted a systematic review that revealed a

large diversity in the prevalence rates of depression and anxiety among medical students.

The studies found that the rates ranged from 7% to 65% and 10% to 90%, respectively.

Since it's critical to treat mental health issues among medical students, a number of

programmes and support networks have been put in place. These consist of resilience

training, stress management seminars, peer support groups, and counselling services

(Regehr et al., 2013; Wasson et al., 2016). Furthermore, in an effort to encourage students

to seek treatment when they need it, medical schools are pushing a more transparent culture

and de-stigmatizing mental health concerns (Roberts et al., 2019). Notwithstanding these

initiatives, obstacles including scarcity of resources, stigma, and cultural differences still

prevent medical students from getting the mental health care they need (Hunt et al., 2013).

Research on medical students frequently reveals alarmingly high rates of anxiety and

sadness. According to research, the prevalence of anxiety and depression might approach

35% and 32%, respectively. Interestingly, these rates are much greater in the first year of

medical school, maybe as a result of the substantial environment adjustment to a novel and

demanding setting.
Medical students' life can be significantly impacted by anxiety and despair. They may get

physically and emotionally exhausted, which might impair their ability to concentrate and

lower their academic achievement. Moreover, these circumstances may have a detrimental

effect on their professional growth and empathy.

The increased frequency of mental health issues among medical students is caused by a

number of reasons. Stressors including fear of failing, heavy workloads, and academic

pressure are real. Financial pressures, social isolation, and lack of sleep can all make these

problems worse.

One major public health concern is the high prevalence of anxiety and depression among

medical students. Solving these problems calls for a multifaceted strategy. By offering

mental health tools, encouraging self-care techniques, and cultivating a positive learning

atmosphere, medical schools can play a significant role.

Research indicates an alarming prevalence of anxiety and depression of up to 35% and

32%, respectively, considerably higher than the overall population, painting a bleak picture of

the situation. Additionally, not all students are equally affected by this mental health issue;

first-year students are especially at risk because they are adjusting to a rigorous new

environment.

Medical students are under constant stress due to the pressure to perform academically and

the fear of failing. Lack of sleep, an ongoing companion on this taxing trip, erodes their
wellbeing even further. The combination of financial strains and the solitary nature of

rigorous coursework intensifies mental health problems.

Anxiety and depression have considerably more negative effects than just emotional

discomfort. Students who struggle with these issues frequently see a drop in their academic

performance as a result of their inability to concentrate and feelings of overload. In addition,

their empathy—a vital component of the medical field—may suffer, which could make it more

difficult for them to deal with patients in the future.

To tackle this issue of public health, cooperation is necessary. Medical schools have

tremendous influence over how their students' lives turn out. One way to build resistance

against these mental health issues is to implement initiatives that support self-care

techniques, make mental health resources easily accessible, and cultivate a positive

learning atmosphere.

Given the high rate of anxiety and depression among medical students, urgent action is

required. We can create a more healthy learning environment for upcoming generations of

medical professionals by realizing the seriousness of the situation and putting appropriate

measures into place.

28.6% and 28.7% of medical students, respectively, displayed despair and anxiety. 2.2% and

7.8%, respectively, of medical staff members displayed anxiety and depression. The

percentage of anxious and depressed second-year medical students was highest. Among

medical students, anxiety and depression had a substantial connection (r = 0.6). In medical
students, "fear of worst happening" was the most prevalent anxiety manifestation, and

"crying" was the most common depression symptom.

Despite being just as prevalent and perhaps just as crippling as depression, anxiety has

received less attention and is frequently misdiagnosed and inadequately handled among the

general public. Similarly, because anxiety has such important consequences, medical

students' anxiety deserves further consideration. Our goal was to investigate the incidence

of anxiety among medical students worldwide as well as the contributing factors that make

them more likely to experience anxiety. We conducted a thorough search in February 2019

for cross-sectional studies that looked at the anxiety prevalence among medical students.

Using the random-effects model, we calculated the pooled odds ratio (OR) and aggregate

prevalence. Meta-regression analyses were then employed to investigate the origins of

heterogeneity.

Data from sixty-nine trials, totaling forty,348 medical students, were combined and analyzed.

Among medical students, the prevalence of anxiety was 33.8% worldwide (95% Confidence

Interval: 29.2-38.7%). Asian and Middle Eastern medical students were the most likely to

experience anxiety. There were no statistically significant variations in the prevalence of

anxiety found in subgroup analyses based on gender and study year. Anxiety affects roughly

one in three medical students worldwide, a prevalence rate that is far greater than that of the

general population. It is imperative that medical school administrators and leaders take the

lead in de-stigmatizing mental diseases and encouraging students to seek care when they

are feeling stressed or concerned. To determine the anxiety risk factors specific to medical

students, more research is required.

to assess the prevalence of sadness and anxiety among students studying medicine and the

humanities. to evaluate the connection between medical students' susceptibility to stress,

Big Five personality traits, anxiety, and depressive symptoms. Methods: A total of 338

randomly chosen medical students and 73 randomly chosen humanities students were

assessed for their vulnerability to stress using the Stress Vulnerability Scale (SVS), for Big-

Five personality dimensions using the Ten-Item Personality Inventory (TIPI), and for

symptoms of anxiety and depression using the Hospital Anxiety and Depression Scale

(HADS). Results: Among medical students (43% and 14%, respectively) and humanities

students (52% and 12%, respectively), anxiety and depression symptoms were common.

Under tremendous pressure, medical students are a highly educated population. They might

feel a lack of external control during the third-year transfer to clinical settings, and they might

react to this by becoming more obsessed or exhibiting other anxiety symptoms. In two U.S.

medical schools, our study looks at the phenomenology of anxiety symptoms such as

obsessive-compulsive disorder and connects these symptoms to the self-perception of

performance. A series of anonymous questionnaires about symptoms of obsessive-

compulsive disorder, attention issues, anxiety, depression, and perceived performance in

medical school were filled out by the subjects. Four main components emerged from a factor

analysis of obsessional symptoms: checking/doubts, contamination, extended time/detail,

and unpleasant thoughts/worries.

These four variables matched those observed in nonclinical populations, such as college

students. Among third-year medical students, the most common symptoms were anxiety,

attentional problems, and depression. On the other hand, first-year students had the highest

level of obsessional symptoms, which decreased in later years. A poorer perceived

performance was linked to higher levels of anxiety and depressed symptoms, but there was
no significant correlation between perceived performance and obsessionality. Students who

felt they performed poorly in medical school were substantially more likely to be older,

female, or sad. The number of obsessional symptoms has gradually decreased over the

years, and there is no association between the symptoms and perceived performance, which

suggests that the symptoms could be adaptive or developmentally appropriate. Some

anxiety symptoms, on the other hand, seem to be maladaptive reactions to outside stimuli.

The purpose of this study was to compare medical students' self-reported experiences with

health anxiety and worry to those of control subjects. The hypothesis posited that exposure

to medical education would increase health anxiety among medical students relative to those

who do not receive regular exposure to this information.

Introduction Academic performance issues have been linked to stress connected to medical

education, which has been linked to feelings of anxiety and depression. These issues can

have long-term effects, such as low-quality medical care. If it is established that anxiety and

depression have an impact on academic performance, then preventing them may also

improve the quality of medical care.

Medical school moves at a very fast speed. Due to emotions of helplessness, unsolvable

difficulties, and firsthand exposure to mortality, students frequently report significant levels of

stress. Stress is also increased by medical students' perfectionist tendencies and difficulties

redefining themselves as patients. Stress has detrimental physiological and psychological

impacts on people, which can lead to substance abuse, poor mental health, and the need to

create good coping mechanisms. Other detrimental effects, such as burnout, suicidal

thoughts, and medical school dropout, can also be brought on by poor mental health. Prior

research indicates that medical school freshmen have comparable depression rates to their

non-medical classmates.
A number of other studies have examined variables that affect student achievement,

including alcohol and illicit drug use [6]. According to a study by Webb et al., medical

students do not differ significantly from other student groups even if they are aware of the

possible risks associated with using illegal drugs [7]. University students also experiment

with drugs. Furthermore, doctors are expected by the medical community to prioritize their

patients' needs before their own at all times. It could therefore be challenging for doctors to

accept assistance. It's important to comprehend the effects of cocaine and marijuana usage,

as well as despair and anxiety, so that kids who struggle can get support.

Furthermore, this could facilitate the incorporation of preventive health initiatives to support

medical students in maintaining mental health and averting the long-term effects of

substance abuse and mental disease. This study aims to comprehend the current

prevalence of anxiety, depression, marijuana and cocaine use, and help-seeking behavior

among medical students.

Anxiety and depression are extremely common disorders throughout the world. This article

examines the prevalence of anxiety and depression in medical students and clarifies any

possible risk factors. Students from Middle Eastern countries are more likely to experience

depression than students from other nations. These illnesses are more common in women

than in men. There are two categories of causes that are linked to these morbidities:

academic and non-academic. It's unclear if medical students encounter these symptoms

more frequently than non-medical students. The cross-sectional picture of the students'

psychological health that the current review offered is essential for developing a health policy

that will serve both preventive and therapeutic objectives.

This study looked into anxiety and despair in students who were starting medical school

before their medical program started. New students expressed concerns about time

management, academics, daily life, and finances. It's interesting to note that the kinds of

self-reported problems that students suggested were influenced by the demographic

variables of gender, marital status, and race. Depression and anxiety tests revealed that the

emotional state of incoming medical school students is similar to the general population.

The findings imply that the more common occurrence of anxiety and depression among

students pursuing medical education may be attributed in part to the demanding nature of

the medical curriculum. Additionally, students entering the medical industry are already

worried about medical school and are preparing for the adjustments they will need to make

to meet the challenges that lie ahead. Early in medical school, preventative programming

should be implemented. It should cover a wide range of issues, including academic,

interpersonal, and economical concerns.

Medical students are more likely to experience mental strain and burnout because they

report experiencing high demands, pressures, pressure to achieve, and a lack of resources.

The COVID-19 pandemic has altered study circumstances and presented new difficulties.

Thus, the purpose of this study was to investigate the study habits, mental health, and

general well-being of medical students both before and after the epidemic. Cross-sectional

comparisons were performed using data from 988 Austrian medical students, whereas

longitudinal studies (variance analyses/t-tests or appropriate non-parametric tests) included

63 students. The peri-pandemic cohort reported fewer emotional tiredness, cognitive

demands, and stressors (information issues, organizational stressors, work overload), but

they also reported higher study satisfaction and more social support from lecturers.
However, there was no significant difference in their well-being before and during the

pandemic.

Prior to the pandemic, labor overload was likewise considered to be higher longitudinally,

while study satisfaction was lower. Approximately every seventh student exceeded the

serious depression cut-off value during the pandemic, and approximately every tenth student

exceeded the generalized anxiety disorder cut-off value. These surprising peri-pandemic

findings on sustained high well-being, study satisfaction, and perceptions of conditions could

be due to response shift effects, which need more investigation. The scores that are higher

above the suitable cut-off point for determining the likelihood of depression and generalized

anxiety disorder may indicate the needs of medical students and necessitate a more

thorough investigation to see whether additional health promotion is required.

Many students feel stressed out when they go to college because they have to get used to a

new social and academic environment. Negative or excessive stress can cause medical and

psychological side effects include headaches, gastrointestinal issues, persistent fatigue,

appetite loss, and emotional anguish. It is possible to hypothesize that students who are

better at self-regulated learning may use coping mechanisms to solve problems when faced

with academic pressures, which will lower their perceived levels of academic stress. The

purpose of this study is to investigate any statistically significant correlation that may exist

between academic stress and self-regulated learning levels.

Health concerns, sleep problems, and bad emotions are frequently co-occurring;

nevertheless, the relationships between these factors and healthcare students are still

unclear. This study used a cross-sectional survey of Chinese healthcare students (N = 348),

with the goal of determining whether anxiety and depression affect the association between
sleep quality and subjective well-being in these students. A series of paper-and-pencil

surveys were used, including the Patient Health Questionnaire-4 (PHQ-4), the World Health

Organization-Five Well-Being Index (WHO-5), and the Chinese version of the Sleep Quality

Questionnaire (SQQ). Spearman correlation analysis between the SQQ, WHO-5, and PHQ-

4, descriptive analysis using means (standard deviations) and counts (proportions), and

mediation analysis using structural equation models were all carried out. Correlation analysis

showed statistically significant associations between sleep quality, anxiety and depression,

and well-being among healthcare students.

Anxiety and depression were found to be the only factors that could fully explain the

relatively low levels of self-reported well-being that were produced by poor sleep quality.

Sleep quality was found to be correlated with subjective well-being, and this relationship was

fully mediated by anxiety and depression. By lessening anxiety and despair, interventions

targeted at improving the quality of sleep for healthcare students may also improve their

overall wellbeing.

Post-secondary health science students often suffer from high levels of anxiety and

depression because of a variety of variables, including high levels of stress, a heavy

workload, low socioeconomic position, and a family history of mental illness. Understanding

the prevalence and association of depression and anxiety in undergraduate health science

students is crucial, as these conditions can have a major negative influence on this

demographic. In light of this, the purpose of this scoping review is to find, catalogue, and

evaluate the literature regarding the prevalence and determinants of anxiety and depression

among undergraduate students studying health sciences, as well as to pinpoint any

knowledge gaps that require further investigation. Methods: The Preferred Reporting Items
for Systematic Reviews and Meta-Analyses extension for the Scoping Reviews statement

were used to plan and carry out this scoping review.

Five databases were searched thoroughly and methodically: MEDLINE, Scopus, EMBASE,

CINAHL, and PubMed. Findings: Based on the literature found using our search method, the

prevalence of anxiety ranged from 5.8% to 82.6%, with a median of 44.25%. With a median

value of 34.8%, the prevalence of depression ranged from a high of 88.8% to a low of 2.1%.

According to our data, sociodemographic characteristics like age, sex, gender, relationships,

ethnicity, and family history, as well as individual health conditions and academic and

financial difficulties, are associated with anxiety and depression among health science

students. Conclusions: There is a growing need to identify workable solutions to support

health science students, given the high prevalence of anxiety and depression among them.

In order to promote and enhance the psychological wellbeing of health science students,

politicians and university administrators must also put supportive text messages and other

tactics into practice.

 CHAPTER 3

METHODOLOGIES

Research Design

We shall apply a descriptive research methodology in this study, especially using the survey

technique. The main instrument used to gather data from Gullas College of Medicine second-

year medical students is a questionnaire. Pilot testing of the questionnaire will be conducted

to verify its validity and reliability. Using a series of survey questions, survey research is a

quantitative method for obtaining data from a sample of respondents. Participant recruiting,

data collection, and analysis are all part of this study approach. It works well for researchers

who want to share novel ideas or perspectives with their subjects.

It is usually the first stage in quickly gathering data on popular topics; more thorough and

rigorous quantitative techniques, like surveys and polls, or qualitative techniques, such focus

groups and one-on-one interviews, might be the next steps.

More precisely, cross-sectional survey research will be used in this analysis. Cross-sectional

surveys are used by researchers to collect data from a target population over a predetermined

period of time. These surveys are a rapid way to gather data over a brief period of time and

may be used for analytical or descriptive reasons. When a thorough examination of a subject

is needed, researchers resort to the cross-sectional survey research approach.

Research Environment
 The study will be conducted at UV Gullas College of Medicine Inc., particularly BS

student. UVGCM is a Private-owned College and hospital that is situated at Gov. M Cuenco

Ave. Banilad, Mandaue City, Philippines 6014.

Study Population

BS students of Gullas College of Medicine Inc.(AY 2023–2024) will make up the study

population for this project. This group was selected for the research because they had recent

clinical experience in the medical profession, making them a good fit.

The criteria for sample selection would be that the students are officially enrolled in

the BS programme.

2 2
z σ
n= 2
e

where z is the standard score equivalent to a 95% confidence interval (z = 1.96), e is the

margin of error (e = 5%) and is the estimate of the population standard deviation proportion,

which will be determined after the pilot testing of the questionnaire. Once the sample size is

calculated, the respondents will be chosen using convenience sampling. Convenience is a

non-probability sampling that selects samples or participants of the study at the convenience

of the researcher.

Data Gathering Procedure

We shall formally request authorization to perform the study from the UV Gullas College of

Medicine dean in a letter after this research article has been approved. A letter of request to

the Registrar's office on behalf of all BS medical students. The researcher will work with the

student body to support the dissemination of surveys after all required clearances have been

received. The goal of the study will be thoroughly explained to the participants, and

participation is completely optional. Respondents will be encouraged to address any

questions or concerns they may have about the study or the questionnaire items, and they will

be given enough time to complete the surveys during the data collection process.

Scopes and Limitations

SCOPE:

The breadth of the research and its objectives are what we mean when we discuss

the scope of a study on the impact of anxiety and depression among medical

students. This entails determining the frequency of various mental health conditions,

comprehending their effects on wellbeing and academic achievement, and

recognizing stresses and coping mechanisms. For instance, research indicates that

the COVID-19 epidemic considerably raised medical students' levels of academic

stress, anxiety, and melancholy as a result of social isolation and altered instructional

techniques.
The purpose of the project is to investigate how anxiety and depression affect

medical students' overall health, scholastic achievement, and career advancement.

It looks for coping strategies that medical students use to control their anxiety and

despair.

The goal of the study is to shed light on possible therapies or networks of support

that could lessen medical students' anxiety and despair.

This study can increase public understanding of the difficulties medical students

encounter with their mental health.

The study may identify risk factors for anxiety and depression in this demographic,

such as financial strains, sleep deprivation, and heavy workloads in the classroom.

The research can aid medical schools in creating more effective support systems for

students' mental health by illuminating the extent of the issue.

LIMITATION:

For this research, the sample population constraint is a cause for worry. It is

significant to remember that the study's analysis was limited to Gullas College of

Medicine Inc. BS students (AY-2023–2024). Because of this, it's possible that the

study findings don't fully capture the opinions and experiences of the whole

population of interest. A broader and more varied sample size would yield a more

thorough and accurate depiction of the circumstances.

The study's conclusions could not apply to all medical students because of potential

regional or institutional limitations in the sample size and demography.

Because individuals may overreport or underreport depressive and anxious

symptoms, self-report assessments may introduce bias.

Confounding factors including socioeconomic position, past mental health history, or

outside stressors unrelated to academia may not have been taken into consideration

in this study.

Since longitudinal data collecting necessitates participant retention over a lengthy

period of time and continuous engagement, it may provide difficulties.

It is important to give serious thought to ethical issues pertaining to participant

confidentiality and privacy of mental health information.

Sampling Scheme

In this study, we will use a probability sampling approach called stratified sampling to

provide an unbiased and thorough random sample of the population. More

specifically, the strata will consist of various groups of BS students enrolled in 2023–

2024. By ensuring that each student has an equal chance of being chosen for the

survey, this methodology will represent the population as a whole.

From the relevant college authorities, we shall ascertain the total number of BS

students registered for the 2023–2024 academic year.

We will use an online sample size calculator to calculate the right sample size for our

study after data collection.

Method of Collecting Data

We shall formally request authorization to perform the study from the UV Gullas

College of Medicine dean in a letter once this research article has been approved.

To get data, questionnaires will be created. Depending on the availability of subjects,

the surveys will be sent to students via both online and paper Google Forms.

The questionnaire will be specifically designed for the study and will include 4
parts:

I. The first section contains details regarding the demographic makeup of the

replyers.

II. The respondent's knowledge of their prior trauma history is covered in the

second section.

III. The opinions and thoughts of the respondents regarding the connection

between substance abuse and past trauma are presented in the third section.

IV. The use of alternative, healthy coping mechanisms for prior trauma is covered

in the fourth section.

Data Analysis

To process the data for analysis, it would be appropriate to use summation as

a method for further processing.

Data interpretation

Quantitative data interpretation is the optimal choice. Its precision and accuracy

ensure that your decisions are based on solid evidence.

SAMPLE QUESTIONNAIRE

PART I: Consent
This study is conducted on behalf of a research proposal in the partial fulfilment of the
Requirements for Medical Students. The study is about the level and effects of anxiety and
depression among Medical Students. Your participation will immensely contribute to our
study. All Your responses are completely anonymous and confidentiality.
port
PART A: Demographic profile
Code: MD-1 Date:
Age:
18-25 [ ] 26-33[ ] 34-41] 42 & above [ ]
Gender: Male[ ] Female[ ]
Nationality: Indian [ ] Thai [ ] Nepalis [ ] Nigerians [ ] others [ ]
Directions: Below are the items to evaluate the challenges in foreign education. Please
choose the option based on whether the said item is a challenging in foreign education for
you personally.

PART B: This Questionnaire was adapted from "GENERALIZED ANXIETY DISORDER" (GAD-7
ANXIETY QUESTIONNAIRE). Drs. Robert et al.'
https://adaa.org/sites/default/files/GAD-7 Anxietv-updated 0.pdf
Instructions: Tick in the appropriate boxes given below of your choice from scale of 1-5.
1. Never 2. Rarely 3. Sometimes 4. Often 5. Always

Question 5 4 3 2 1
Feeling nervous,
anxious or on edge.
Not being able to stop
or control worrying
Worrying too much
about different things.
Becoming easily
annoyed or irritable
Being so restless that it
is hard to sit still.
Feeling afraid as if
something awful might
happen.
Trouble relaxing.
PART C: This Questionnaire was adapted from "QUESTION PRO DEPRESSION
QUESTIONNAIRE". Adi bhatt
https://www.questionpro.com/blog/depression-questionnaire/
Instructions: Tick in the appropriate boxes given below of your choice from scale of 1-51.
1.Completely disagree 2. Somewhat disagree 3, Neutral 4, Somewhat agree 5.Completely
Agree

Questions 5 4 3 2 1
All the tasks you have
performed, are taking much
more time than usual.
You are facing a lack of
concentration.

You feel, you have no future

You are facing problems
with making decisions

You have lost interest in all

things that were important
to you once upon a time.
You feel, your life is sad, as
there is no joy in your
anymore.
You have been feeling guilty
for everything you do.
You have been very irritated
and angry recently.

You have been feeling very

fatigued.
You are feeling that
everything you have done
has been a failure.

You are having lack of sleep

You are having suicidal
thoughts.

You have lost or gained

weight without any diet
programs.

You are having loss of

appetite.

You are having trust issue

with everyone around you,
You are having trouble in all
your relationships (home as
well as professional)

THANK YOU FOR PARTICIPATION

ETHICAL CONSIDERATION

The researcher will do all reasonable efforts to preserve the privacy and

confidentiality of respondents' identities and information, and is dedicated to abiding

by the Data Privacy Law of the Philippines. Furthermore, the investigator shall

guarantee that the volunteers will not experience any physical or psychological injury

as a consequence of their participation in the research. The researcher will

guarantee the privacy and confidence of participants by maintaining the

confidentiality and correctness of the responses. The investigator will continue to

exercise caution in order to maintain the confidentiality and integrity of the data that

is gathered during the investigation.

Risk-Benefit Assessment

The study's possible dangers and benefits will be carefully weighed by the

researchers to guarantee the preservation of participants' interests.

1. Risk: Protecting research participants' privacy must be the top priority. The

researcher will take the required security measures, including labeling all study

instruments with codes, to reduce the possibility that any personal data may be

compromised. Without hesitation or delay, all of the data and proof will be erased

after it has been gathered. You may be sure that the respondents' private information

will always be kept private and secure.

2. Benefit: Both people and educational institutions will benefit from the study's

findings. The final outcome can be utilized to progress medical affairs and raise

consciousness.

Content, Comprehension, and Documentation of Informed

CONSENT

In this study, we put the respondents' rights first above anything else. We have

included an example of the informed consent form with the ethics committee

approval to make sure of this. We gave the participants this form and had a

comprehensive discussion about it with them prior to administering the survey. By

providing their consent, the respondents willingly indicated that they would like to

take part in the study.

Authorization to Access Private Information

Respondents will be asked to explicitly consent to the researcher recording their

private and sensitive information as a necessary element of the study process. By

agreeing to sign the informed consent form, the respondents understand that once

their sensitive information is released, the researcher has an ethical and legal

obligation to protect it. During the data collection process, both the researcher and

the respondents are aware of the possibility of injury or unintentional exposure of

sensitive information.

Confidentiality Procedure

You may be confident that the researcher will take all required precautions to protect

privacy, such as:

(1) accurate data classification and distinction;

(2) safe keeping of information on a safe shelf while the inquiry is underway;

(3) total refraining from adding any marks or identifying information to the device or

computer; and

(4) complete deletion of any identifying information following use.

Debriefing, Communications, and Referrals

After a study is completed, debriefing is a crucial procedure that entails asking

research participants for their opinions. With the main goal of helping the

participants, it gives the researcher a chance to have a civil discussion with them.

The researcher will go over the significance of study participation and the anticipated

results prior to data collection. The participants will receive a debriefing that

minimizes psychological harm following data collection. In order to clear up any

confusion and help participants better grasp the objectives of the study, the

researcher will welcome questions during the debriefing session.

Incentives or Compensation

It is imperative to emphasize that the individuals who provided assistance will not

receive any monetary compensation, but rather a simple token of gratitude. It is

essential to note that this token serves as a symbol of appreciation and not as a form

of payment.

Conflict of Interest
The researcher assumes full responsibility for all costs associated with the execution

of the study. In addition, it is stated that no external support was received for the

research. Moreover, the researcher worked independently and without any affiliation

to any organization.

Selection of Respondents

The selection and recruitment of respondents shall be conducted without coercion,

intimidation, or undue influence. The researcher shall guarantee that prospective

participants are apprised of their right to decline or withdraw from participation at any

time without fear of retribution

Vulnerability Assessment

The respondents in this study will not fall into the vulnerable category since they will

not exhibit the features of vulnerability. During the data collection, there will be no

threat or hazard.
Collaborative Study Terms of References

The expenses incurred during the research will be borne by the researchers

themselves. The authorship of this study is restricted to the researcher and the

researcher's adviser can be credited as a co-author only if the researcher's name is

included in the published work.

Data Gathering Procedure

In order to achieve the goal of this research, a formal request for authorization to

administer the Survey Instrument to the targeted respondents will be made to the

dean. The researcher will personally give the questionnaire to each of the chosen

participants after obtaining the necessary approval. This will guarantee that the

research objectives are effectively met and that the data is gathered with the highest

care and correctness.

GANTT CHART
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CURRICULUM VITAE

1.

Name : ANUSHKA AWASTHI – LMS ID - 2200441

Age : 21 years.
Gender : Female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

2.

Name : TAKSHITA GAWAI – LMS ID 2200442

Age : 22 years.
Gender : Female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

3.

NAME: RISHITA KAUSHIK – LMS IS - 2200462

Age : 21 years.
Gender : Female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

4.

NAME: ANUNEHA BILLORE – LMS ID - 2200420

Age : 20 years.
Gender : Female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

5.

NAME: AASHI MAHESHWARI – LMS ID - 2200453

Age : 20 years.
Gender : Female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

6.

TANVI BAGADIA- LMS ID - 2200725

Age : 2O years.
Gender : Female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

7.

BHUMIKA PATIDAR – LMS ID - 2200491

Age : 21 years.
Gender : Female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

8.

SHARMADA SHETTI- LMS ID- 2200430

Age : 21 years.
Gender : Female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

9.

PRIYAL JOSHI- LMS ID - 2200446

Age : 21 years.
Gender : Female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

10.

SAMRUDDHI JATHAR- LMS ID - 2200470

Age : 21 years.
Gender : Female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

11.

SHRUTI GOSWAMI – LMS ID- 2200480

Age : 21 years.
Gender : female
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

12.

BHUMESH UPADHYAY- LMS ID- 2201052

Age : 21 years.
Gender : male
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

13.

AMAR GAUTAM – LMS ID – 2200410

Age : 22 years.
Gender : male
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

14.

JATIN – LMS IS – 2200445

Age : 22 years.
Gender : male
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

15.

SACHIN SHARMA – LMS ID – 2200414

Age : 22 years.
Gender : male
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES
16.

MAHIN SINGLA – LMS ID -2201028

Age : 21 years.
Gender : male
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

17.

ANUJ MEHTA – LMS ID – 2200440

Age : 22 years.
Gender : male
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES

18.

RAHUL – LMS IS – 2200461

Age : 22 years.
Gender : male
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES
19.

TANISHQ VAISHNAV – LMS ID – 2200276

Age : 21 years.
Gender : male
NATIONALITY: INDIAN
PRESENT POSITION: STUDYING DOCTOR OF MEDICINE
BACHELOR’S DEGREE: BACHELOR OF SCIENCE IN BIOLOGY
CURRENT ADDRESS: BANILAD, CEBU, PHILIPPINES