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Volume-13 Number-1, 2026 / Review Article

Managing Academic Stress during MBBS: The Role of the Foundation Course and Strategies to Support Late-Joining Students

Author:

Gurjeet Singh

Department of Microbiology, Abhishek I Mishra Memorial Medical College and Research, Bhilai, Chhattisgarh, India

Raksha Singh

Department of Microbiology, Abhishek I Mishra Memorial Medical College and Research, Bhilai, Chhattisgarh, India

Abstract:

Background: Medical students encounter difficulties during their transition process because of academic demands, unfamiliar educational settings, and their need to adapt socially and psychologically. The Foundation Course which the National Medical Commission (NMC) introduced under its Competency-Based Medical Education (CBME) curriculum aims to help students transition by teaching them study techniques and effective communication and professional behavior and stress relief methods and techniques for building social relationships.

Materials and Methods: The paper uses narrative review together with perspective-based methods to combine existing research on academic stress in medical training together with the implementation of CBME programs. The research includes both practical experience and organizational methods to discover deficiencies and create successful solutions for students who join the program late.

Results: Students who delay their admission process because they miss the Foundation Course face academic stress which occurs most frequently after they complete the national counseling process. The students show higher vulnerability to academic difficulties and emotional distress, and social integration problems. The Foundation Course helps students develop critical skills which enable them to navigate their academic journey with greater success. The gap between the two groups can be successfully closed through structured educational programs which include faculty mentorships and peer learning and flexible orientation programs and institutional assistance.

Conclusion: The medical colleges that accept students after their application period will cause students to miss their Foundation Course, which leads to both academic and emotional stress for first-year MBBS students. The implementation of adaptive and inclusive strategies which include modular orientation and mentorship and peer engagement will enable institutions to provide equal access to essential skills for their students. The CBME framework requires these methods to create a positive educational atmosphere which helps students develop their skills while studying.

Keywords:

Academic stress, MBBS students, Foundation Course, Late admissions, student well-being, mentorship.

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View in DOI 10.24041/ejmr.2026.14