Medical education is highly demanding, with students facing intense academic, emotional, and professional challenges. First-year students face the pressures of adjusting to a rigorous curriculum and new social environments, while final-year students experience heightened stress related to career uncertainty and impending clinical responsibilities. Understanding the sources of stress and coping strategies at different stages of training is crucial for developing targeted interventions that promote student well-being and academic success. Hence, this study aimed to assess the differences in perceived stress sources and coping strategies among first and final-year undergraduate medical students using an online survey. Sociodemographic information was collected, and stress levels were measured using the Perceived Stress Scale, while sources of stress were identified with the Medical Student Stressor Questionnaire. Coping strategies were evaluated using the Brief-COPE. Statistical analysis was performed using SPSS, with Chi-square tests to compare groups. A total of 264 medical students (132 first-year, 132 final-year) participated in the study. First-year students reported higher levels of stress, with 84.8% experiencing moderate stress, while final-year students showed more balanced stress distribution. Academic, interpersonal, and teaching-related stressors were most significant. First-year students predominantly used problem-focused coping, whereas final-year students employed more emotion-focused and avoidant coping strategies, with significant differences observed between the cohorts. Our results highlight the evolving stress experiences and coping strategies across the medical curriculum, underscoring the need for targeted mental health support that promote student well-being.

Background and objective: The study of the S1P signaling pathway in the context of diabetes offers a novel perspective for understanding the mechanisms underlying cognitive decline and developing new therapeutic strategies. Material and methods: The study involved 24 Wistar rats, divided into three groups: group 1 was given distilled water and served as a control group; group 2 was made up of rats made diabetic and given distilled water; group 3 was made up of rats made diabetic and treated with D-erythro-dihydrosphingosine (SPK1 and SPK2 inhibitor). Behavioral tests included object recognition and maze tests, and Rt-PCR was used to assess sphingosine-1-phosphate expression. Results: The study revealed significant differences in weight between rats, with a notable decrease observed from day 7 onwards. It also revealed significant differences in the time spent exploring objects and the mental influence of diabetes on the acquisition of spatial knowledge. The study also revealed that diabetes affects working memory and inhibits S1P expression in the hippocampal region. Conclusion: The study reveals significant differences in exploratory behavior and memory capacity between diabetic and normal rats, highlighting the negative effects of diabetes on memory.

The various demands that are placed on students by both internal and external sources have resulted in stress in their academic lives. Teenagers are particularly vulnerable to the problems associated with academic stress because they are adapting to both personal and cultural changes. Thus, it is crucial to comprehend the origins and consequences of academic stress to create efficient intervention strategies. The study's quantitative research approach included the use of the Academic [5]. Stress Scale to identify participants from four streams: commerce, management, humanities, and basic sciences. Five features of sources were further examined: insufficient study facilities, teacher-student connections, interpersonal difficulties with teachers, fear of failure, and personal inadequacy. Additionally, gender differences were found. School psychologists and counselors could create more effective counseling modules and intervention tactics to help pupils cope with stress if they had a better understanding of the causes of stress [6].