Prevalence and Correlates of Emotional Distress Among Medical Students in Oman: Implications for Targeted Well-Being Interventions

Prevalence and Correlates of Emotional Distress Among Medical Students in Oman: Implications for Targeted Well-Being Interventions | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Prevalence and Correlates of Emotional Distress Among Medical Students in Oman: Implications for Targeted Well-Being Interventions Salim Al-Huseini, Mohammed Qutishat, Firdous Jahan, Alkhatib Al Saadi, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7023519/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background: Emotional disorders are increasingly prevalent among medical students, driven by significant academic pressures that affect their well-being and performance. This study aims to assess emotional distress at Oman Medical College, addressing a gap in understanding mental health in this population and highlighting the need for targeted interventions. Methods: This study, conducted from April to May 2025, employed a descriptive cross-sectional design using standardized surveys to assess emotional distress among medical students at the National University of Science and Technology in Oman. Data was collected through an online questionnaire from a convenience sample of 400 students, utilizing the General Health Questionnaire (GHQ-12) for mental health evaluation, and analyzed using SPSS for statistical significance. Results: Of the 400 students invited, 336 completed the survey (response rate: 84%). Participants had a mean age of 21.6 years; the majority were female (89.6%) and Omani nationals (78.2%). Emotional distress was prevalent in 73% of respondents, with exam-related stress emerging as a significant contributing factor. Notably, students reporting strong parental support had significantly lower rates of emotional distress (p < 0.05). Conclusion: This study reveals a high burden of emotional distress among medical students in Oman, closely linked to academic stressors and mitigated by familial support. These findings underscore the urgent need to implement tailored mental health programs and resilience-building interventions within medical education settings in Oman. Emotional distress medical students mental health academic stress Oman familial support cross-sectional study Introduction Feelings of sadness and fatigue characterize emotional disorders (ED) in response to life challenges, and they have become increasingly prevalent among medical students (Zeng, Chen, Wang, Zhang, & Deng, 2019 ). This population is particularly vulnerable to emotional distress due to the rigorous demands of their education, which often include significant pressures related to exam preparation, fear of failure, and uncertainty about performance (Essangri et al., 2021 ). Such stressors can lead to severe mental suffering, which may result in detrimental effects on both academic performance and overall well-being (Frajerman, Morvan, Krebs, Gorwood, & Chaumette, 2019 ). The impact of emotional problems can extend beyond the individual, resulting in issues such as work disability and economic loss (Mitchell, Kern, & Conroy, 2019 ). Emotional disorders are also closely linked to significant risks, including substance abuse, comorbid mental health conditions, personality changes, and even suicidal behavior (Pokhrel, Khadayat, & Tulachan, 2020 ). Unfortunately, these disorders often remain underdiagnosed and undertreated, causing long-term consequences for affected individuals (Li et al., 2018 ). Failure to recognize and address emotional disorders can lead to increased psychological morbidity, which can significantly affect students throughout their academic and professional careers (Nezam et al., 2020 ). In contrast, early identification and intervention are crucial; they can shorten the duration of episodes and decrease social impairment over time (Essangri et al., 2021 ). As such, it is vital to minimize or eliminate emotional disorders to enhance medical students' quality of life (Aslan, Ochnik, & Çınar, 2020 ). In recent years, the medical student community has seen a noticeable rise in emotional health problems (Abreu Alves et al., 2022 ). The pressures associated with medical training often lead to stress levels that exceed those of other student populations. Various research findings indicate that the prevalence of depressive disorders among medical students can substantially compromise their mental well-being as well as their academic success (Molodynski et al., 2021 ). In specific contexts, such as Oman, there have been concerning reports regarding the frequency of depressive symptoms among medical students (Al-Houqani, Al-Mukhaini, & Al-Kindi, 2020 ). This situation highlights the urgent need for targeted interventions to detect and manage emotional disorders early (El-Sayed, Simon, Al-Khabouri, Al-Mandhari, & El Shamy, 2020). By addressing the unique stressors medical students face, such as intense academic demands, challenging examinations, and high expectations, educational institutions can take meaningful steps to support the mental health of future healthcare professionals. The concerning frequency of depressive symptoms among medical students in contexts like Oman highlights the urgent need for targeted interventions that focus on early detection and management of emotional disorders (Al-Houqani et al., 2020 ). Educational institutions can play a vital role in supporting the mental health of future healthcare professionals by addressing the unique stressors these students face, such as intense academic demands, challenging examinations, and high expectations(El-Sayed et al., 2020 ). While research has been conducted at Sultan Qaboos University (Al-Houqani et al., 2020 ; AlHarthi et al.,2023), there remains a significant gap in data regarding emotional disorders among students in private medical schools, particularly at Oman Medical College. Implementing continuous screening for depressive symptoms in these institutions can help to identify those in need of intervention. This proactive approach is essential to prevent potential complications associated with emotional distress and to provide planning authorities in the educational system with critical insights into the mental health challenges faced by medical university students. Our study aims to assess the status of emotional distress among students at Oman Medical College, compare these findings with international data, and contribute to a better understanding of mental health issues within this population. Method Study Design and Settings This study used a descriptive cross-sectional design, conducted among medical students at the National University of Science and Technology College of Medicine, between April and May 2025. Oman has two medical colleges: the government-run College of Medicine at Sultan Qaboos University and the private National University of Science and Technology (NUST), where our study was conducted. Established in 2001, NUST is the first and only private institution in Oman to offer a Doctor of Medicine (MD) program. It is in Sohar, approximately 212 km from Muscat's capital city. Sample Size and Sampling Procedure A convenience sampling method was used to recruit participants across all years of study. All students enrolled in the College of Medicine at the National University of Science and Technology during the 2024–2025 academic year were invited to participate. The required sample size of 309 was calculated using a single population proportion formula, assuming a prevalence of mental distress of 27.8% (Nur et al., 2008), a 5% margin of error, and a 95% confidence level. Data collection The Research and Ethics Committee approved this study at the National University of Science and Technology. To ensure confidentiality, the university provided researchers with email addresses formatted with student numbers. An online survey method was employed for this study, utilizing a Google Form to present the research questions to the students via email. Each participating student completed a written informed consent form stating their involvement was voluntary and anonymous. The study's purpose, objectives, methods, and potential benefits were thoroughly explained to all participants. All collected data was kept confidential, with access restricted solely to the research team. Measurement outcomes Sociodemographic Questionnaire : Two self-reported instruments were used: demographic data and the General Health Questionnaire (GHQ-12). The data was collected between April and May 2025. Each participant completed the study surveys in 10–15 minutes. All instruments were used in the original English language. The authors developed a demographic sheet to collect data on participants' age, gender, and nationality. In addition, the authors included three further questions: whether the participants felt stressed due to exams (Yes or No), whether they had a good relationship with their parents (Yes or No), and whether they had any mental or physical health problems (Yes or No). General Health Questionnaire (GHQ-12) The authors of this study employed the English version of the General Health Questionnaire (GHQ-12) to evaluate participants' mental health status. The GHQ-12 self-report questionnaire assesses the overall disease burden in non-psychiatric settings. This 12-item version is widely utilized around the globe due to its reduced demands on participants. Each question in the GHQ-12 offers four possible responses, scored as 0, 1, 2, or 3, with the total score calculated by summing the scores for each response. Following GHQ-12 guidelines, higher scores indicate poor mental health status. The GHQ-12 demonstrates satisfactory psychometric properties, with an internal consistency of 0.85 and a test-retest reliability of r = 0.73. Among our study participants, the reliability of the tool was .866. Notably, this tool is available online for free. Ethical Approval: The Research and Ethics Committee approved this study at the National University of Science and Technology. Registration number (NU/COMHS/EBC0046/2025). The work adhered to the ethical guidelines outlined in the World Medical Association's Declaration of Helsinki (1964–2008) for the research involving humans. These guidelines emphasized the importance of maintaining confidentiality and ensuring secure data storage. Data Analysis: Statistical analyses were performed using SPSS version 24.0. Statistical significance was set at p < 0.05. Descriptive data analysis involves using means, standard deviations, frequencies, and percentages to describe the sociodemographic variables of study participants. Univariate comparisons between individuals with emotional disorders and those without were evaluated using odds ratios (OR), chi-square tests, Fisher's exact tests, independent t-tests, and ANOVA to determine association differences between demographic and clinical variables. Results Three hundred thirty-six participants completed the questionnaires, achieving an 84% response rate, with an average age of 21.6 years (SD = 2.10). The sample included 35 males (10.4%) and 301 females (89.6%), predominantly Omani (262, 78.2%). Academic representation spanned first to seventh-year students, with the largest group in the second year (62, 18.5%). Regarding health, 52 participants (15.5%) reported physical health issues, while 15 (4.5%) reported mental health problems. Most respondents (321, 95.5%) enjoyed good relationships with their parents and reported experiencing exam-related stress (305, 90.8%). This data provides valuable insight into the participants' demographics, health concerns, and stress levels. Table 1 describes these results. Table 1: Participants Demographics Gender Nationality Male 35 (10.4%) Omani 262 (78.2%) Female 301 (89.6%) Non-Omani 73 (21.8%) Academic Year Presence of any physical health problem First-year 5 (1.5%) Yes 52 (15.5%) Second year 62 (18.5%) No 284 (84.5%) Third year 55 (16.4%) Fourth year 60 (17.9%) Presence of any mental health problem Fifth year 47 (14.0%) Yes 15 (4.5%) Sixth year 44 (13.1%) No 321 (95.5%) Seventh year 63 (18.8%) Good Relationship with the parent Feeling stressed out due to exams Yes 321 (95.5%) Yes 305 (90.8%) No 15 (4.5%) No 31 (9.2%) The mean score of emotional disorder among the study participants was 16.06 (SD= 6.46). The prevalence rate of emotional disorders in this group was found to be 73% (n=245). The results of this study compare participants with no emotional disorders (n=91) and those with emotional disorders (n=245). There was a higher prevalence of emotional disorders among both males (31.4% vs. 68.6%) and females (26.6% vs. 73.4%). While lower percentages of emotional disorders were noted in later academic years, this was not statistically significant (p=0.062). Nationality showed no significant impact on prevalence (p=0.899), with similar trends among Omani and non-Omani participants. Exam stress was significantly correlated with emotional disorders, with 23.0% of the no-disorder group reporting stress compared to 77.0% in the emotional disorder group (p=0.000). Furthermore, 27.4% of the no-disorder group reported good relationships with parents, while only 72.6% of those with emotional disorders did (p=0.031). Mental health issues were prevalent in 93.3% of the emotional disorder group compared to 6.7% in the no disorder group (p=0.002). Physical health problems did not show significant differences (p=0.162), suggesting that exam stress, mental health, and parental relationships are more closely linked to emotional disorders than gender, nationality, or physical health. Table 2 details these results. Table 2: Descriptive statistics of emotional disorder among the participants demographic No ED (n= 91) ED (n= 245) Test P value Gender Male 11 (31.4%) 24 (68.6%) t=1.467 .860 Female 80 (26.6%) 221 (73.4%) Academic Year First-year 2 (40.0%) 3 (60.05) F= 2.024 .062 Second year 25 (40.3%) 37 (59.7%) Third year 11 (20.0%) 44 (80.0%) Fourth year 7 (11.7%) 53 (88.3%) Fifth year 19 (40.4%) 28 (59.65) Sixth year 10 (22.7%) 34 (77.3%) Seventh year 17 (27.0%) 46 (73.0%) Country Omani 76 (29.0%) 186 (71.0%) t=1.396 .899 Non-Omani 15 (20.3%) 59 (79.7%) Feeling stressed out due to exams Yes 70 (23.0%) 235 (77.0%) t=5.212 <.01 No 21 (67.7%) 10 (32.3%) Good Relationship with the parent Yes 88 (27.4%) 233 (72.6%) t= 2.383 .031 No 3 (20.0%) 12 (80.0%) Presence of any mental health problem Yes 1 (6.7%) 14 (93.3%) t=3.823 .002 No 90 (28.0%) 231 (72.0%) Presence of any physical health problem Yes 10 (19.2%) 42 (80.8%) t=1.415 .162 No 81 (28.5%) 203 (71.5%) Discussion In the present study, the prevalence of emotional disorders (indicated by a PHQ-12 score of 4 or higher) was found to be 73%. This rate is more significant than that observed in Malaysian and Singaporean medical students. Additionally, it surpasses the prevalence reported among medical students in the USA and KSA (Ismail et al., 2021 ; McKerrow, Carney, Caretta-Weyer, Furnari, & Miller Juve, 2020 ; Mirza, Milaat, et al., 2021 ; Subramaniam et al., 2020 ). The high prevalence of emotional problems among Oman's medical students might be linked to several variables that make their learning environment difficult. First, there is much academic pressure on medical students; they often face demanding requirements such as extensive study sessions, challenging homework, and high standards for themselves and their teachers (Almaqbali, 2019 ). Increased stress and anxiety levels may result from this unrelenting academic strain. Furthermore, medical school has a high emotional cost; students are often exposed to pain, disease, and death, which may lead to feelings of emotional tiredness, sadness, and burnout (Al-Alawi et al., 2019 ; Mohammed Qutishat & Sharour, 2019 ). Moreover, there may be limited support systems available for students facing mental health challenges. In many cases, mental health resources are inadequate, making it difficult for students to access the help they need (Al Subhi et al., 2020 ). Compounding this issue is the cultural stigma surrounding mental health in some communities, including Oman (Al-Noufali, Hazra, Al Shibli, & Al-Alawi, 2023 ). This stigma can discourage students from discussing their struggles or seeking professional help, leading to a sense of isolation and worsening emotional distress. Furthermore, the challenge of maintaining a work-life balance is prevalent among medical students (Mohammad Qutishat & Al Shdefat, 2021 ). The demands of their studies often leave little time for personal life, exacerbating loneliness and stress. Finally, transitioning from a student to a practitioner can be overwhelming, as students face new responsibilities and expectations in clinical settings, adding to their emotional burden (Mohammad Qutishat & Al Shdefat, 2021 ). To address these issues effectively, it is essential to improve mental health support systems, increase awareness about mental health, and foster an environment that encourages open discussions about emotional wellbeing among medical students in Oman. The results of this study indicated a significant difference in emotional disorder among the study participants in terms of exposure to exams; medical students who are stressed out from their exams are eligible to suffer from the emotional disorder (mean 16.58 and 11.00 respectively), which is in the same line with other previous studies (Alotaibi, Alosaimi, Alajlan, & Abdulrahman, 2020 ; Gazzaz et al., 2018 ; Iorga, Dondas, & Zugun-Eloae, 2018 ). The high stakes associated with medical examinations significantly contribute to anxiety and feelings of inadequacy among students, as the pressure to perform well can be overwhelming (Al-Mahrouqi, Kamal, Elsayed, & Al-Sinawi, 2022 ). This constant fear of failure can lead to heightened stress levels, which in turn can manifest as emotional disorders (Al-Alawi et al., 2019 ). Furthermore, the competitive nature of medical training in Oman exacerbates this situation, as students often compare themselves to peers, leading to increased self-doubt and anxiety (Al-Alawi et al., 2019 ). The rigorous academic demands and the expectation to excel can create an environment where mental health challenges thrive (Mohammad Qutishat & Al Shdefat, 2021 ). To combat these issues, it is essential to implement better support systems that provide resources for stress management and mental health care (Mohammed Qutishat & Sharour, 2019 ). This could include counseling services, peer support groups, and workshops focused on coping strategies (Rastegar Kazerooni, Amini, Tabari, & Moosavi, 2020 ). By fostering an environment that prioritizes emotional wellbeing, educational institutions can help students navigate the pressures of medical training more effectively. Addressing exam-related stress is vital for promoting resilience and ensuring that future healthcare professionals maintain their mental health while pursuing their careers (Moir, Yielder, Sanson, & Chen, 2018 ). The results of this study indicated a significant difference in emotional disorders among the study participants in terms of family connections and support. Medical students with solid relationships with their parents had lower emotional disorder (mean 15.82 and 21.27, respectively), which is similar to other previous studies (Mirza, Baig, Beyari, Halawani, & Mirza, 2021 ; Shao et al., 2020 ). In Oman, where cultural values emphasize family cohesion, these findings highlight the importance of fostering solid familial relationships to enhance the mental health of medical students. Omani society traditionally views family ties as foundational to individual well-being, suggesting that emotional bonds with parents can provide essential support systems during the pressures of medical education (Al-Barwani & Albeely, 2007 ; Al-Saadoon, Al-Adawi & Al-Adawi, 2021 ). The results indicate that students with robust parental connections are better equipped to manage stress and emotional challenges, reflecting a protective effect against mental health issues (Jahan, Siddiqui, Mitwally, Al Zubidi, & Al Zubidi, 2016 ; Peng et al., 2023 ). Previous studies have shown that supportive family environments positively influence mental health outcomes, reinforcing the role of the family in buffering academic stress (Zhang, Shu, Xiang, & Feng, 2021 ). Promoting initiatives that strengthen family engagement, such as mental health awareness and communication workshops, can be crucial (Mirza, Baig, et al., 2021 ). By leveraging the cultural significance of family, educational institutions can better support their students' mental health and academic success (Jahan et al., 2016 ). The results of this study indicated a significant difference in emotional disorder among the study participants in terms of experiencing previous mental conditions; students who experienced such conditions have a higher likelihood of emotional disorder (mean 21.80 and 15.79, respectively), which is also similar to other previous studies (Essangri et al., 2021 ; Mirza, Baig, et al., 2021 ). In the context of Omani medical students, these results highlight the critical need for tailored support systems that address the unique challenges faced by those with a history of mental health conditions. The demanding nature of medical training can exacerbate existing issues, making it essential for educational institutions to recognize and provide resources for these students (Al-Alawi et al., 2019 ; Al-Mashrafi et al., 2020 ; Jahan et al., 2016 ). Moreover, the cultural stigma surrounding mental health in Oman can discourage students from seeking help, leading to increased feelings of isolation and distress (Al Omari et al., 2023 ; Mahgoub et al., 2022 ). By fostering an environment that promotes mental health awareness and encourages open discussions about emotional well-being, universities can help mitigate these challenges (Mahgoub et al., 2022 ). Implementing targeted mental health programs, peer support groups and accessible counseling services can provide the necessary support for students with previous mental health conditions, ultimately enhancing their academic performance and overall well-being in the rigorous medical field (Mohebbi et al. 2023 ; Mohammed Qutishat, Shakman, & Alyaqoubi, 2024 ). Implications for medical education The findings of this study underscore the urgent need for medical education programs to prioritise students' mental health and emotional well-being, particularly in high-pressure environments like Oman. The prevalence of emotional disorders among medical students, reported at 73% in this study, highlights the significant impact of academic stress, particularly related to exams, on student mental health. As such, medical schools must implement comprehensive mental health support systems, including routine emotional distress screening, accessible counselling services, and stress management programs (Sani et al., 2020 ; Slavin, Schindler, & Chibnall, 2014 ). Educational institutions should consider integrating wellness initiatives into the curriculum, fostering a culture that encourages open discussions about emotional well-being and reduces mental health stigma (Gawlik et al., 2024 ). Additionally, the results indicate that familial support is crucial in mitigating the effects of emotional distress. Medical students who maintain strong relationships with their parents reported lower levels of emotional disorders, suggesting that enhancing family engagement through workshops on communication and mental health can be beneficial. Institutions should aim to strengthen family ties by promoting initiatives that educate families about the demands of medical education and the importance of their support in mitigating stress (Kelty & Wakabayashi, 2020 ). By tapping into the cultural values that emphasize family cohesion in Oman, medical schools can better equip students with resources to navigate the emotional challenges inherent in their training. Finally, targeted interventions should focus on students with pre-existing mental health conditions, as these individuals demonstrate heightened vulnerability to emotional disorders (Pereira et al., 2022 ). Medical schools must recognize this unique population and tailor support systems accordingly (Slavin et al., 2014 ). This may include creating specialised counselling services or peer support groups specifically designed for students with a history of mental health challenges (Cohen, Graham, & Lattie, 2022 ). By fostering an environment that promotes mental health awareness and inclusivity, educational institutions can significantly enhance not only the academic success of their students but also their overall well-being, preparing them to be resilient healthcare professionals in the future. Limitations : This study's findings may be limited primarily because it relies on self-reported data, which can lead to bias and affect reliability. The limited sample size also hampers the generalizability of the results, and the cross-sectional design precludes establishing causality. Additionally, conducting the study online may have influenced the clarity of the measurement tools, potentially leading to varied interpretations of personal emotional distress. The study did not include crucial predictors such as participants' coping strategies, lifestyle and habits, and personality traits. To improve the reliability and significance of future findings, it is recommended that researchers increase sample sizes, adopt longitudinal designs, and incorporate these additional variables. Conclusion This study reveals a concerning 73% prevalence of emotional disorders among medical students in Oman, highlighting significant links between exam-related stress and mental health challenges while also emphasizing the protective role of familial support. The findings indicate that students facing high exam stress are more likely to experience emotional distress, and those with more robust relationships with their parents suffer less. These results underscore the urgent need for medical education to prioritise mental health initiatives, including comprehensive support programs, regular screenings, and stress management resources. Additionally, fostering family engagement and creating specialized support systems for individuals with pre-existing mental health conditions is essential. By addressing these factors, medical schools can cultivate a resilient culture promoting academic success and future healthcare professionals' overall well-being. Declarations Consent for Publication: Not applicable. However, consent for publication was obtained through the ethics approval process and the consent to participate. Competing Interest: None. Funding: This research did not receive a specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Acknowledgements: The authors wish to thank students for participating in this study. Clinical trial number: not applicable. Author contribution Study design: MQ, SH, MB, MM, MK, IR… Data collection: SH, KS, MK. Data analysis: MQ, SH, MB Study supervision: SH, MB, MQ Manuscript writing: MQ Critical revisions for important intellectual content: MQ, SH, MB References Abreu Alves, S., Sinval, J., Lucas Neto, L., Marôco, J., Gonçalves Ferreira, A., & Oliveira, P. (2022). 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International Review of Psychiatry, 33 (1-2), 37-42. Nezam, S., Golwara, A. K., Jha, P. C., Khan, S. A., Singh, S., & Tanwar, A. S. (2020). Comparison of prevalence of depression among medical, dental, and engineering students in Patna using Beck's Depression Inventory-II: A cross-sectional study. Journal of Family Medicine and Primary Care, 9 (6), 3005-3009. Peng, P., Hao, Y., Liu, Y., Chen, S., Wang, Y., Yang, Q., . . . He, L. (2023). The prevalence and risk factors of mental problems in medical students during COVID-19 pandemic: A systematic review and meta-analysis. Journal of Affective Disorders, 321 , 167-181. Pereira, M. B., Casagrande, A. V., Almeida, B. C., Neves, B. A., da Silva, T. C. R. P., Miskulin, F. P. C., . . . Nunes, P. V. (2022). The mental health of medical students before and during COVID-19 pandemic: a 3-year prospective study. Medical Science Educator, 32 (4), 873-881. Pokhrel, N. B., Khadayat, R., & Tulachan, P. (2020). Depression, anxiety, and burnout among medical students and residents of a medical school in Nepal: a cross-sectional study. BMC Psychiatry, 20 , 1-18. Qutishat, M., & Al Shdefat, A. (2021). The Relationship between academic adjustment and emotional intelligence among undergraduate students in Oman. TMR Integrative Nursing, 5 (2). Qutishat, M., Shakman, L., & Alyaqoubi, S. (2024). Premenstrual Syndrome and the Attitudes Toward Seeking Professional Psychological Help Among College Students in Oman. Women's Health Reports, 5 (1), 744-754. Qutishat, M., & Sharour, L. A. (2019). Relationship between fear of missing out and academic performance among Omani university students: a descriptive correlation study. Oman Medical Journal, 34 (5), 404. Rastegar Kazerooni, A., Amini, M., Tabari, P., & Moosavi, M. (2020). Peer mentoring for medical students during the COVID‐19 pandemic via a social media platform. Medical education, 54 (8). Sani, G., Janiri, D., Di Nicola, M., Janiri, L., Ferretti, S., & Chieffo, D. (2020). Mental health during and after the COVID‐19 emergency in Italy. Psychiatry & Clinical Neurosciences, 74 (6). Shao, R., He, P., Ling, B., Tan, L., Xu, L., Hou, Y., . . . Yang, Y. (2020). Prevalence of depression and anxiety and correlations between depression, anxiety, family functioning, social support, and coping styles among Chinese medical students. BMC Psychology, 8 , 1-19. Slavin, S. J., Schindler, D. L., & Chibnall, J. T. (2014). Medical student mental health 3.0: Improving student wellness through curricular changes. Academic Medicine, 89 (4), 573-577. Subramaniam, M., Abdin, E., Vaingankar, J. A., Shafie, S., Chua, B. Y., Sambasivam, R., . . . Chua, H. C. (2020). Tracking the mental health of a nation: prevalence and correlates of mental disorders in the second Singapore mental health study. Epidemiology and psychiatric sciences, 29 , e29. Zeng, W., Chen, R., Wang, X., Zhang, Q., & Deng, W. (2019). Prevalence of mental health problems among medical students in China: A meta-analysis. Medicine, 98 (18), e15337. Zhang, J.-Y., Shu, T., Xiang, M., & Feng, Z.-C. (2021). Learning burnout: Evaluating the role of social support in medical students —frontiers in Psychology, 12 , 625506. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7023519","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":500716667,"identity":"52acf26f-6fa5-4f91-b453-faaa9d1b5508","order_by":0,"name":"Salim Al-Huseini","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA/ElEQVRIie3PsWrDMBCA4TOBTH4AbX4FTSKDcR4ki4TBXewQ6OrBWZotWdOHCHTqrPQgU4hWQZaavkAg0KmUnhq8BKy2WyH6F5tDHycBhEL/skGjAUbS/WrgKX2iufaTyBHWkaKb+Al0hEK4WE/JYjt/sTWbcoNbnM1MtlkgbanTSR/he9VguWP33BYS1/yYP9NEw66omj4CjgyZerIxx5iI0ESiBntJsmqJfBIx5kTkkAvT+glY2lI9ENElENGZsD9s4Za2VEumHm3hLpZLQRMtPW9JVjmey/dULQ2+neOPbCzMXft6qtP+i12nvk/K3x53jf9yOBQKhW6jL6Owbn7fRWGOAAAAAElFTkSuQmCC","orcid":"","institution":"Ministry of Health","correspondingAuthor":true,"prefix":"","firstName":"Salim","middleName":"","lastName":"Al-Huseini","suffix":""},{"id":500716669,"identity":"1f4f6555-a0f8-4c62-a256-1969130b1444","order_by":1,"name":"Mohammed Qutishat","email":"","orcid":"","institution":"Sultan Qaboos University","correspondingAuthor":false,"prefix":"","firstName":"Mohammed","middleName":"","lastName":"Qutishat","suffix":""},{"id":500716671,"identity":"f393a0ac-68ea-4cba-9ff1-6e54febaa185","order_by":2,"name":"Firdous Jahan","email":"","orcid":"","institution":"National University","correspondingAuthor":false,"prefix":"","firstName":"Firdous","middleName":"","lastName":"Jahan","suffix":""},{"id":500716672,"identity":"6a997ad3-51a9-4bcd-986f-b6ac63db5e90","order_by":3,"name":"Alkhatib Al Saadi","email":"","orcid":"","institution":"Ministry of Health","correspondingAuthor":false,"prefix":"","firstName":"Alkhatib","middleName":"Al","lastName":"Saadi","suffix":""},{"id":500716674,"identity":"7003daf7-fefb-459a-bade-ed7005de10a5","order_by":4,"name":"Mohammed Albalushi","email":"","orcid":"","institution":"Ministry of Health","correspondingAuthor":false,"prefix":"","firstName":"Mohammed","middleName":"","lastName":"Albalushi","suffix":""},{"id":500716677,"identity":"97456ba8-dce7-42ed-9fb0-6d45ea3eee7e","order_by":5,"name":"Maryam Al-Kalbani","email":"","orcid":"","institution":"Ministry of Health","correspondingAuthor":false,"prefix":"","firstName":"Maryam","middleName":"","lastName":"Al-Kalbani","suffix":""},{"id":500716678,"identity":"c23ee352-cab6-4870-9063-c859b25417b6","order_by":6,"name":"Intisar Al-Ruhail","email":"","orcid":"","institution":"Ministry of Health","correspondingAuthor":false,"prefix":"","firstName":"Intisar","middleName":"","lastName":"Al-Ruhail","suffix":""},{"id":500716680,"identity":"6598abc5-fee3-4b2d-8ccf-6826b8dc3692","order_by":7,"name":"Mandhar Al maqbali","email":"","orcid":"","institution":"Ministry of Health","correspondingAuthor":false,"prefix":"","firstName":"Mandhar","middleName":"Al","lastName":"maqbali","suffix":""}],"badges":[],"createdAt":"2025-07-01 21:23:11","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7023519/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7023519/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":94249033,"identity":"32254b64-e061-4988-a013-3a11c2634c20","added_by":"auto","created_at":"2025-10-24 06:17:04","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":831689,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7023519/v1/48623544-7ab6-48a6-9796-0baefd695519.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Prevalence and Correlates of Emotional Distress Among Medical Students in Oman: Implications for Targeted Well-Being Interventions","fulltext":[{"header":"Introduction","content":"\u003cp\u003eFeelings of sadness and fatigue characterize emotional disorders (ED) in response to life challenges, and they have become increasingly prevalent among medical students (Zeng, Chen, Wang, Zhang, \u0026amp; Deng, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This population is particularly vulnerable to emotional distress due to the rigorous demands of their education, which often include significant pressures related to exam preparation, fear of failure, and uncertainty about performance (Essangri et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Such stressors can lead to severe mental suffering, which may result in detrimental effects on both academic performance and overall well-being (Frajerman, Morvan, Krebs, Gorwood, \u0026amp; Chaumette, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe impact of emotional problems can extend beyond the individual, resulting in issues such as work disability and economic loss (Mitchell, Kern, \u0026amp; Conroy, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Emotional disorders are also closely linked to significant risks, including substance abuse, comorbid mental health conditions, personality changes, and even suicidal behavior (Pokhrel, Khadayat, \u0026amp; Tulachan, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Unfortunately, these disorders often remain underdiagnosed and undertreated, causing long-term consequences for affected individuals (Li et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Failure to recognize and address emotional disorders can lead to increased psychological morbidity, which can significantly affect students throughout their academic and professional careers (Nezam et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In contrast, early identification and intervention are crucial; they can shorten the duration of episodes and decrease social impairment over time (Essangri et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). As such, it is vital to minimize or eliminate emotional disorders to enhance medical students' quality of life (Aslan, Ochnik, \u0026amp; \u0026Ccedil;ınar, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In recent years, the medical student community has seen a noticeable rise in emotional health problems (Abreu Alves et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The pressures associated with medical training often lead to stress levels that exceed those of other student populations. Various research findings indicate that the prevalence of depressive disorders among medical students can substantially compromise their mental well-being as well as their academic success (Molodynski et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn specific contexts, such as Oman, there have been concerning reports regarding the frequency of depressive symptoms among medical students (Al-Houqani, Al-Mukhaini, \u0026amp; Al-Kindi, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This situation highlights the urgent need for targeted interventions to detect and manage emotional disorders early (El-Sayed, Simon, Al-Khabouri, Al-Mandhari, \u0026amp; El Shamy, 2020). By addressing the unique stressors medical students face, such as intense academic demands, challenging examinations, and high expectations, educational institutions can take meaningful steps to support the mental health of future healthcare professionals.\u003c/p\u003e\u003cp\u003eThe concerning frequency of depressive symptoms among medical students in contexts like Oman highlights the urgent need for targeted interventions that focus on early detection and management of emotional disorders (Al-Houqani et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Educational institutions can play a vital role in supporting the mental health of future healthcare professionals by addressing the unique stressors these students face, such as intense academic demands, challenging examinations, and high expectations(El-Sayed et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). While research has been conducted at Sultan Qaboos University (Al-Houqani et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; AlHarthi et al.,2023), there remains a significant gap in data regarding emotional disorders among students in private medical schools, particularly at Oman Medical College. Implementing continuous screening for depressive symptoms in these institutions can help to identify those in need of intervention. This proactive approach is essential to prevent potential complications associated with emotional distress and to provide planning authorities in the educational system with critical insights into the mental health challenges faced by medical university students. Our study aims to assess the status of emotional distress among students at Oman Medical College, compare these findings with international data, and contribute to a better understanding of mental health issues within this population.\u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003e\u003cb\u003eStudy Design and Settings\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis study used a descriptive cross-sectional design, conducted among medical students at the National University of Science and Technology College of Medicine, between April and May 2025. Oman has two medical colleges: the government-run College of Medicine at Sultan Qaboos University and the private National University of Science and Technology (NUST), where our study was conducted. Established in 2001, NUST is the first and only private institution in Oman to offer a Doctor of Medicine (MD) program. It is in Sohar, approximately 212 km from Muscat's capital city.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSample Size and Sampling Procedure\u003c/b\u003e\u003c/p\u003e\u003cp\u003eA convenience sampling method was used to recruit participants across all years of study. All students enrolled in the College of Medicine at the National University of Science and Technology during the 2024\u0026ndash;2025 academic year were invited to participate. The required sample size of 309 was calculated using a single population proportion formula, assuming a prevalence of mental distress of 27.8% (Nur et al., 2008), a 5% margin of error, and a 95% confidence level.\u003c/p\u003e\u003cp\u003e\u003cb\u003eData collection\u003c/b\u003e\u003c/p\u003e\u003cp\u003e The Research and Ethics Committee approved this study at the National University of Science and Technology. To ensure confidentiality, the university provided researchers with email addresses formatted with student numbers. An online survey method was employed for this study, utilizing a Google Form to present the research questions to the students via email. Each participating student completed a written informed consent form stating their involvement was voluntary and anonymous. The study's purpose, objectives, methods, and potential benefits were thoroughly explained to all participants. All collected data was kept confidential, with access restricted solely to the research team.\u003c/p\u003e\u003cp\u003e\u003cb\u003eMeasurement outcomes\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eSociodemographic Questionnaire\u003c/b\u003e:\u003c/p\u003e\u003cp\u003eTwo self-reported instruments were used: demographic data and the General Health Questionnaire (GHQ-12). The data was collected between April and May 2025. Each participant completed the study surveys in 10\u0026ndash;15 minutes. All instruments were used in the original English language. The authors developed a demographic sheet to collect data on participants' age, gender, and nationality. In addition, the authors included three further questions: whether the participants felt stressed due to exams (Yes or No), whether they had a good relationship with their parents (Yes or No), and whether they had any mental or physical health problems (Yes or No).\u003c/p\u003e\u003cp\u003e\u003cb\u003eGeneral Health Questionnaire (GHQ-12)\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe authors of this study employed the English version of the General Health Questionnaire (GHQ-12) to evaluate participants' mental health status. The GHQ-12 self-report questionnaire assesses the overall disease burden in non-psychiatric settings. This 12-item version is widely utilized around the globe due to its reduced demands on participants. Each question in the GHQ-12 offers four possible responses, scored as 0, 1, 2, or 3, with the total score calculated by summing the scores for each response. Following GHQ-12 guidelines, higher scores indicate poor mental health status. The GHQ-12 demonstrates satisfactory psychometric properties, with an internal consistency of 0.85 and a test-retest reliability of r\u0026thinsp;=\u0026thinsp;0.73. Among our study participants, the reliability of the tool was .866. Notably, this tool is available online for free.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Research and Ethics Committee approved this study at the National University of Science and Technology. Registration number (NU/COMHS/EBC0046/2025). The work adhered to the ethical guidelines outlined in the World Medical Association\u0026apos;s Declaration of Helsinki (1964\u0026ndash;2008) for the research involving humans. These guidelines emphasized the importance of maintaining confidentiality and ensuring secure data storage.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStatistical analyses were performed using SPSS version 24.0. Statistical significance was set at p \u0026lt; 0.05. Descriptive data analysis involves using means, standard deviations, frequencies, and percentages to describe the sociodemographic variables of study participants. Univariate comparisons between individuals with emotional disorders and those without were evaluated using odds ratios (OR), chi-square tests, Fisher\u0026apos;s exact tests, independent t-tests, and ANOVA to determine association differences between demographic and clinical variables.\u0026nbsp;\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThree hundred thirty-six participants completed the questionnaires, achieving an 84% response rate, with an average age of 21.6 years (SD = 2.10). The sample included 35 males (10.4%) and 301 females (89.6%), predominantly Omani (262, 78.2%). Academic representation spanned first to seventh-year students, with the largest group in the second year (62, 18.5%). Regarding health, 52 participants (15.5%) reported physical health issues, while 15 (4.5%) reported mental health problems. Most respondents (321, 95.5%) enjoyed good relationships with their parents and reported experiencing exam-related stress (305, 90.8%). This data provides valuable insight into the participants\u0026apos; demographics, health concerns, and stress levels. Table 1 describes these results.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"699\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\" valign=\"top\" style=\"width: 699px;\"\u003e\n \u003cp\u003eTable 1: Participants Demographics\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNationality\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e35 (10.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003eOmani\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e262 (78.2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e301 (89.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003eNon-Omani\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e73 (21.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcademic Year\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePresence of any physical health problem\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eFirst-year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e5 (1.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e52 (15.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eSecond year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e62 (18.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e284 (84.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eThird year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e55 (16.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eFourth year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e60 (17.9%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePresence of any mental health problem\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eFifth year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e47 (14.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e15 (4.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eSixth year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e44 (13.1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e321 (95.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eSeventh year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e63 (18.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGood Relationship with the parent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFeeling stressed out due to exams\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e321 (95.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e305 (90.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 214px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e15 (4.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e31 (9.2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe mean score of \u003cstrong\u003eemotional disorder among the study participants was\u0026nbsp;\u003c/strong\u003e16.06 (SD= 6.46). The prevalence rate of emotional disorders in this group was found to be 73% (n=245). The results of this study compare participants with no emotional disorders (n=91) and those with emotional disorders (n=245). There was a higher prevalence of emotional disorders among both males (31.4% vs. 68.6%) and females (26.6% vs. 73.4%). While lower percentages of emotional disorders were noted in later academic years, this was not statistically significant (p=0.062). Nationality showed no significant impact on prevalence (p=0.899), with similar trends among Omani and non-Omani participants. Exam stress was significantly correlated with emotional disorders, with 23.0% of the no-disorder group reporting stress compared to 77.0% in the emotional disorder group (p=0.000). Furthermore, 27.4% of the no-disorder group reported good relationships with parents, while only 72.6% of those with emotional disorders did (p=0.031). Mental health issues were prevalent in 93.3% of the emotional disorder group compared to 6.7% in the no disorder group (p=0.002). Physical health problems did not show significant differences (p=0.162), suggesting that exam stress, mental health, and parental relationships are more closely linked to emotional disorders than gender, nationality, or physical health. Table 2 details these results.\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"718\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 718px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 2:\u0026nbsp;\u003c/strong\u003eDescriptive statistics of emotional disorder among the participants demographic \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo ED (n= 91)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eED (n= 245)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTest\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eP value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"4\" valign=\"top\" style=\"width: 525px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e11 (31.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e24 (68.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003et=1.467\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e.860\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e80 (26.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e221 (73.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 718px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcademic Year\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eFirst-year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e2 (40.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e3 (60.05)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"7\" valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003eF= 2.024\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"7\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e.062\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eSecond year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e25 (40.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e37 (59.7%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eThird year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e11 (20.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e44 (80.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eFourth year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e7 (11.7%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e53 (88.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eFifth year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e19 (40.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e28 (59.65)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eSixth year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e10 (22.7%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e34 (77.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eSeventh year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e17 (27.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e46 (73.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 718px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCountry\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eOmani\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e76 (29.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e186 (71.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003et=1.396\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 132px;\"\u003e\n \u003cp\u003e.899\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eNon-Omani\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e15 (20.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e59 (79.7%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 718px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFeeling stressed out due to exams\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e70 (23.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e235 (77.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003et=5.212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u0026lt;.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e21 (67.7%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e10 (32.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 718px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGood Relationship with the parent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e88 (27.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e233 (72.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003et=\u0026nbsp;2.383\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e.031\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e3 (20.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e12 (80.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 718px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePresence of any mental health problem\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e1 (6.7%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e14 (93.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003et=3.823\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e.002\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e90 (28.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e231 (72.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 718px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePresence of any physical health problem\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e10 (19.2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e42 (80.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003et=1.415\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 132px;\"\u003e\n \u003cp\u003e.162\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 194px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e81 (28.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e203 (71.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Discussion","content":"\u003cp\u003eIn the present study, the prevalence of emotional disorders (indicated by a PHQ-12 score of 4 or higher) was found to be 73%. This rate is more significant than that observed in Malaysian and Singaporean medical students. Additionally, it surpasses the prevalence reported among medical students in the USA and KSA (Ismail et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; McKerrow, Carney, Caretta-Weyer, Furnari, \u0026amp; Miller Juve, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Mirza, Milaat, et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Subramaniam et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The high prevalence of emotional problems among Oman's medical students might be linked to several variables that make their learning environment difficult. First, there is much academic pressure on medical students; they often face demanding requirements such as extensive study sessions, challenging homework, and high standards for themselves and their teachers (Almaqbali, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Increased stress and anxiety levels may result from this unrelenting academic strain. Furthermore, medical school has a high emotional cost; students are often exposed to pain, disease, and death, which may lead to feelings of emotional tiredness, sadness, and burnout (Al-Alawi et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Mohammed Qutishat \u0026amp; Sharour, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Moreover, there may be limited support systems available for students facing mental health challenges.\u003c/p\u003e\u003cp\u003eIn many cases, mental health resources are inadequate, making it difficult for students to access the help they need (Al Subhi et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Compounding this issue is the cultural stigma surrounding mental health in some communities, including Oman (Al-Noufali, Hazra, Al Shibli, \u0026amp; Al-Alawi, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This stigma can discourage students from discussing their struggles or seeking professional help, leading to a sense of isolation and worsening emotional distress. Furthermore, the challenge of maintaining a work-life balance is prevalent among medical students (Mohammad Qutishat \u0026amp; Al Shdefat, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The demands of their studies often leave little time for personal life, exacerbating loneliness and stress. Finally, transitioning from a student to a practitioner can be overwhelming, as students face new responsibilities and expectations in clinical settings, adding to their emotional burden (Mohammad Qutishat \u0026amp; Al Shdefat, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). To address these issues effectively, it is essential to improve mental health support systems, increase awareness about mental health, and foster an environment that encourages open discussions about emotional wellbeing among medical students in Oman.\u003c/p\u003e\u003cp\u003eThe results of this study indicated a significant difference in emotional disorder among the study participants in terms of exposure to exams; medical students who are stressed out from their exams are eligible to suffer from the emotional disorder (mean 16.58 and 11.00 respectively), which is in the same line with other previous studies (Alotaibi, Alosaimi, Alajlan, \u0026amp; Abdulrahman, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Gazzaz et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Iorga, Dondas, \u0026amp; Zugun-Eloae, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The high stakes associated with medical examinations significantly contribute to anxiety and feelings of inadequacy among students, as the pressure to perform well can be overwhelming (Al-Mahrouqi, Kamal, Elsayed, \u0026amp; Al-Sinawi, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This constant fear of failure can lead to heightened stress levels, which in turn can manifest as emotional disorders (Al-Alawi et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Furthermore, the competitive nature of medical training in Oman exacerbates this situation, as students often compare themselves to peers, leading to increased self-doubt and anxiety (Al-Alawi et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The rigorous academic demands and the expectation to excel can create an environment where mental health challenges thrive (Mohammad Qutishat \u0026amp; Al Shdefat, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). To combat these issues, it is essential to implement better support systems that provide resources for stress management and mental health care (Mohammed Qutishat \u0026amp; Sharour, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This could include counseling services, peer support groups, and workshops focused on coping strategies (Rastegar Kazerooni, Amini, Tabari, \u0026amp; Moosavi, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). By fostering an environment that prioritizes emotional wellbeing, educational institutions can help students navigate the pressures of medical training more effectively. Addressing exam-related stress is vital for promoting resilience and ensuring that future healthcare professionals maintain their mental health while pursuing their careers (Moir, Yielder, Sanson, \u0026amp; Chen, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe results of this study indicated a significant difference in emotional disorders among the study participants in terms of family connections and support. Medical students with solid relationships with their parents had lower emotional disorder (mean 15.82 and 21.27, respectively), which is similar to other previous studies (Mirza, Baig, Beyari, Halawani, \u0026amp; Mirza, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Shao et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn Oman, where cultural values emphasize family cohesion, these findings highlight the importance of fostering solid familial relationships to enhance the mental health of medical students. Omani society traditionally views family ties as foundational to individual well-being, suggesting that emotional bonds with parents can provide essential support systems during the pressures of medical education (Al-Barwani \u0026amp; Albeely, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Al-Saadoon, Al-Adawi \u0026amp; Al-Adawi, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The results indicate that students with robust parental connections are better equipped to manage stress and emotional challenges, reflecting a protective effect against mental health issues (Jahan, Siddiqui, Mitwally, Al Zubidi, \u0026amp; Al Zubidi, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Peng et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Previous studies have shown that supportive family environments positively influence mental health outcomes, reinforcing the role of the family in buffering academic stress (Zhang, Shu, Xiang, \u0026amp; Feng, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Promoting initiatives that strengthen family engagement, such as mental health awareness and communication workshops, can be crucial (Mirza, Baig, et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). By leveraging the cultural significance of family, educational institutions can better support their students' mental health and academic success (Jahan et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). The results of this study indicated a significant difference in emotional disorder among the study participants in terms of experiencing previous mental conditions; students who experienced such conditions have a higher likelihood of emotional disorder (mean 21.80 and 15.79, respectively), which is also similar to other previous studies (Essangri et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mirza, Baig, et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn the context of Omani medical students, these results highlight the critical need for tailored support systems that address the unique challenges faced by those with a history of mental health conditions. The demanding nature of medical training can exacerbate existing issues, making it essential for educational institutions to recognize and provide resources for these students (Al-Alawi et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Al-Mashrafi et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Jahan et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Moreover, the cultural stigma surrounding mental health in Oman can discourage students from seeking help, leading to increased feelings of isolation and distress (Al Omari et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Mahgoub et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). By fostering an environment that promotes mental health awareness and encourages open discussions about emotional well-being, universities can help mitigate these challenges (Mahgoub et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Implementing targeted mental health programs, peer support groups and accessible counseling services can provide the necessary support for students with previous mental health conditions, ultimately enhancing their academic performance and overall well-being in the rigorous medical field (Mohebbi et al. \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2023\u003c/span\u003e ; Mohammed Qutishat, Shakman, \u0026amp; Alyaqoubi, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cb\u003eImplications for medical education\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe findings of this study underscore the urgent need for medical education programs to prioritise students' mental health and emotional well-being, particularly in high-pressure environments like Oman. The prevalence of emotional disorders among medical students, reported at 73% in this study, highlights the significant impact of academic stress, particularly related to exams, on student mental health. As such, medical schools must implement comprehensive mental health support systems, including routine emotional distress screening, accessible counselling services, and stress management programs (Sani et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Slavin, Schindler, \u0026amp; Chibnall, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Educational institutions should consider integrating wellness initiatives into the curriculum, fostering a culture that encourages open discussions about emotional well-being and reduces mental health stigma (Gawlik et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAdditionally, the results indicate that familial support is crucial in mitigating the effects of emotional distress. Medical students who maintain strong relationships with their parents reported lower levels of emotional disorders, suggesting that enhancing family engagement through workshops on communication and mental health can be beneficial. Institutions should aim to strengthen family ties by promoting initiatives that educate families about the demands of medical education and the importance of their support in mitigating stress (Kelty \u0026amp; Wakabayashi, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). By tapping into the cultural values that emphasize family cohesion in Oman, medical schools can better equip students with resources to navigate the emotional challenges inherent in their training. Finally, targeted interventions should focus on students with pre-existing mental health conditions, as these individuals demonstrate heightened vulnerability to emotional disorders (Pereira et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Medical schools must recognize this unique population and tailor support systems accordingly (Slavin et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). This may include creating specialised counselling services or peer support groups specifically designed for students with a history of mental health challenges (Cohen, Graham, \u0026amp; Lattie, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). By fostering an environment that promotes mental health awareness and inclusivity, educational institutions can significantly enhance not only the academic success of their students but also their overall well-being, preparing them to be resilient healthcare professionals in the future.\u003c/p\u003e\u003cp\u003e\u003cb\u003eLimitations\u003c/b\u003e:\u003c/p\u003e\u003cp\u003eThis study's findings may be limited primarily because it relies on self-reported data, which can lead to bias and affect reliability. The limited sample size also hampers the generalizability of the results, and the cross-sectional design precludes establishing causality. Additionally, conducting the study online may have influenced the clarity of the measurement tools, potentially leading to varied interpretations of personal emotional distress. The study did not include crucial predictors such as participants' coping strategies, lifestyle and habits, and personality traits. To improve the reliability and significance of future findings, it is recommended that researchers increase sample sizes, adopt longitudinal designs, and incorporate these additional variables.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study reveals a concerning 73% prevalence of emotional disorders among medical students in Oman, highlighting significant links between exam-related stress and mental health challenges while also emphasizing the protective role of familial support. The findings indicate that students facing high exam stress are more likely to experience emotional distress, and those with more robust relationships with their parents suffer less. These results underscore the urgent need for medical education to prioritise mental health initiatives, including comprehensive support programs, regular screenings, and stress management resources. Additionally, fostering family engagement and creating specialized support systems for individuals with pre-existing mental health conditions is essential. By addressing these factors, medical schools can cultivate a resilient culture promoting academic success and future healthcare professionals' overall well-being.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eConsent for Publication:\u0026nbsp;\u003c/strong\u003eNot applicable. However, consent for publication was obtained through the ethics approval process and the consent to participate.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interest:\u0026nbsp;\u003c/strong\u003e None.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThis research did not receive a specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u0026nbsp;\u003c/strong\u003eThe authors wish to thank students for participating in this study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number:\u003c/strong\u003e not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan dir=\"LTR\"\u003eAuthor contribution\u0026nbsp;\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStudy design: MQ, SH, MB, MM, MK, IR\u0026hellip;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eData collection: SH, KS, MK.\u003c/p\u003e\n\u003cp\u003eData analysis: MQ, SH, MB\u003c/p\u003e\n\u003cp\u003eStudy supervision: SH, MB, MQ\u003c/p\u003e\n\u003cp\u003eManuscript writing: MQ\u003c/p\u003e\n\u003cp\u003eCritical revisions for important intellectual content: \u0026nbsp;MQ, SH, MB\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli dir=\"LTR\"\u003eAbreu Alves, S., Sinval, J., Lucas Neto, L., Mar\u0026ocirc;co, J., Gon\u0026ccedil;alves Ferreira, A., \u0026amp; Oliveira, P. (2022). Burnout and dropout intention in medical students: the protective role of academic engagement. \u003cem\u003eBMC Medical Education, 22\u003c/em\u003e(1), 83.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eAl-Alawi, M., Al-Sinawi, H., Al-Qubtan, A., Al-Lawati, J., Al-Habsi, A., Al-Shuraiqi, M., . . . Panchatcharam, S. M. (2019). Prevalence and determinants of burnout syndrome and depression among medical students at Sultan Qaboos University: a cross-sectional analytical study from Oman. \u003cem\u003eArchives of environmental \u0026amp; occupational health, 74\u003c/em\u003e(3), 130-139.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eAl-Barwani, T. A., \u0026amp; Albeely, T. S. (2007). The Omani family: strengths and challenges. \u003cem\u003eMarriage \u0026amp; family review, 41\u003c/em\u003e(1-2), 119-142.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eAl-Houqani, F., Al-Mukhaini, A., \u0026amp; Al-Kindi, R. (2020). 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Prevalence and determinants of suicidality among medical students in Oman. \u003cem\u003eEgyptian journal of psychiatry, 41\u003c/em\u003e(2).\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eEssangri, H., Sabir, M., Benkabbou, A., Majbar, M. A., Amrani, L., Ghannam, A., . . . Souadka, A. (2021). Predictive factors for impaired mental health among medical students during the early stage of the COVID-19 pandemic in Morocco. \u003cem\u003eThe American journal of tropical medicine and hygiene, 104\u003c/em\u003e(1), 95.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eFrajerman, A., Morvan, Y., Krebs, M.-O., Gorwood, P., \u0026amp; Chaumette, B. (2019). Burnout in medical students before residency: a systematic review and meta-analysis. \u003cem\u003eEuropean Psychiatry, 55\u003c/em\u003e, 36-42.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eGawlik, K. S., Teall, A. M., Zeno, R., Newtz, C., Conrad, K., Kolcun, K., . . . Rengers, B. (2024). Integrating wellness into curricula using the ten dimensions of wellness as a framework. \u003cem\u003eJournal of Professional Nursing, 50\u003c/em\u003e, 73-82.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eGazzaz, Z. J., Baig, M., Al Alhendi, B. S. M., Al Suliman, M. M. O., Al Alhendi, A. S., Al-Grad, M. S. H., \u0026amp; Qurayshah, M. A. A. (2018). Perceived stress, reasons for and sources of stress among medical students at Rabigh Medical College, King Abdulaziz University, Jeddah, Saudi Arabia. \u003cem\u003eBMC Medical Education, 18\u003c/em\u003e, 1-9.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eIorga, M., Dondas, C., \u0026amp; Zugun-Eloae, C. (2018). Depressed as freshmen, stressed as seniors: The Relationship between depression, perceived stress and academic results among medical students. \u003cem\u003eBehavioral Sciences, 8\u003c/em\u003e(8), 70.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eIsmail, M., Lee, K. Y., Sutrisno Tanjung, A., Ahmad Jelani, I. A., Abdul Latiff, R., Abdul Razak, H., \u0026amp; Ahmad Shauki, N. I. (2021). The prevalence of psychological distress and its association with coping strategies among medical interns in Malaysia: A national‐level cross‐sectional study. \u003cem\u003eAsia‐Pacific Psychiatry, 13\u003c/em\u003e(2), e12417.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eJahan, F., Siddiqui, M. A., Mitwally, M., Al Zubidi, N. S. J., \u0026amp; Al Zubidi, H. S. J. (2016). Perception of stress, anxiety, depression and coping strategies among medical students at Oman Medical College. \u003cem\u003eMiddle East Journal of Family Medicine, 14\u003c/em\u003e(7), 16-23.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eKelty, N. E., \u0026amp; Wakabayashi, T. (2020). Family engagement in schools: Parent, educator, and community perspectives. \u003cem\u003eSage Open, 10\u003c/em\u003e(4), 2158244020973024.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eLi, L., Wang, Y. Y., Wang, S. B., Zhang, L., Li, L., Xu, D. D., . . . Liu, Z. M. (2018). Prevalence of sleep disturbances in Chinese university students: a comprehensive meta‐analysis. \u003cem\u003eJournal of sleep research, 27\u003c/em\u003e(3), e12648.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eMahgoub, Y., Daher-Nashif, S., Al-Shebly, R., Wali, H. S., Khan, A., Almarkhi, A., . . . Al-Muhannadi, Z. (2022). Prevalence and determinants of mental health problems and mental health stigma among medical students of different nationalities in Qatar. \u003cem\u003eAdvances in Medical Education and Practice, 13\u003c/em\u003e, 969.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eMcKerrow, I., Carney, P. A., Caretta-Weyer, H., Furnari, M., \u0026amp; Miller Juve, A. (2020). Trends in medical students\u0026rsquo; stress, physical, and emotional health throughout training. \u003cem\u003eMedical education online, 25\u003c/em\u003e(1), 1709278.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eMirza, A. A., Baig, M., Beyari, G. M., Halawani, M. A., \u0026amp; Mirza, A. A. (2021). Depression and anxiety among medical students: a brief overview. \u003cem\u003eAdvances in Medical Education and Practice\u003c/em\u003e, 393-398.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eMirza, A. A., Milaat, W. A., Ramadan, I. K., Baig, M., Elmorsy, S. A., Beyari, G. M., . . . Khayat, N. K. (2021). Depression, anxiety, and stress among medical and non-medical students in Saudi Arabia: An epidemiological comparative cross-sectional study. \u003cem\u003eNeurosciences Journal, 26\u003c/em\u003e(2), 141-151.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eMitchell, B. S., Kern, L., \u0026amp; Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. \u003cem\u003eBehavioral Disorders, 44\u003c/em\u003e(2), 70-84.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eMohebbi, M., Nafissi, N., Ghotbani, F., Khojasteh Zonoozi, A., \u0026amp; Mohaddes Ardabili, H. (2023). A systematic review of medical students\u0026apos; attitudes toward psychiatry in Eastern Mediterranean Region. \u003cem\u003eFrontiers in psychiatry, 13\u003c/em\u003e, 1027377.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eMoir, F., Yielder, J., Sanson, J., \u0026amp; Chen, Y. (2018). Depression in medical students: current insights. \u003cem\u003eAdvances in Medical Education and Practice\u003c/em\u003e, 323-333.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eMolodynski, A., Lewis, T., Kadhum, M., Farrell, S. M., Lemtiri Chelieh, M., Falc\u0026atilde;o De Almeida, T., . . . Moir, F. (2021). Cultural variations in wellbeing and substance use among medical students in twelve countries. \u003cem\u003eInternational Review of Psychiatry, 33\u003c/em\u003e(1-2), 37-42.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eNezam, S., Golwara, A. K., Jha, P. C., Khan, S. A., Singh, S., \u0026amp; Tanwar, A. S. (2020). Comparison of prevalence of depression among medical, dental, and engineering students in Patna using Beck\u0026apos;s Depression Inventory-II: A cross-sectional study. \u003cem\u003eJournal of Family Medicine and Primary Care, 9\u003c/em\u003e(6), 3005-3009.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003ePeng, P., Hao, Y., Liu, Y., Chen, S., Wang, Y., Yang, Q., . . . He, L. (2023). The prevalence and risk factors of mental problems in medical students during COVID-19 pandemic: A systematic review and meta-analysis. \u003cem\u003eJournal of Affective Disorders, 321\u003c/em\u003e, 167-181.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003ePereira, M. B., Casagrande, A. V., Almeida, B. C., Neves, B. A., da Silva, T. C. R. P., Miskulin, F. P. C., . . . Nunes, P. V. (2022). The mental health of medical students before and during COVID-19 pandemic: a 3-year prospective study. \u003cem\u003eMedical Science Educator, 32\u003c/em\u003e(4), 873-881.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003ePokhrel, N. B., Khadayat, R., \u0026amp; Tulachan, P. (2020). Depression, anxiety, and burnout among medical students and residents of a medical school in Nepal: a cross-sectional study. \u003cem\u003eBMC Psychiatry, 20\u003c/em\u003e, 1-18.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eQutishat, M., \u0026amp; Al Shdefat, A. (2021). The Relationship between academic adjustment and emotional intelligence among undergraduate students in Oman. \u003cem\u003eTMR Integrative Nursing, 5\u003c/em\u003e(2).\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eQutishat, M., Shakman, L., \u0026amp; Alyaqoubi, S. (2024). Premenstrual Syndrome and the Attitudes Toward Seeking Professional Psychological Help Among College Students in Oman. \u003cem\u003eWomen\u0026apos;s Health Reports, 5\u003c/em\u003e(1), 744-754.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eQutishat, M., \u0026amp; Sharour, L. A. (2019). Relationship between fear of missing out and academic performance among Omani university students: a descriptive correlation study. \u003cem\u003eOman Medical Journal, 34\u003c/em\u003e(5), 404.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eRastegar Kazerooni, A., Amini, M., Tabari, P., \u0026amp; Moosavi, M. (2020). Peer mentoring for medical students during the COVID‐19 pandemic via a social media platform. \u003cem\u003eMedical education, 54\u003c/em\u003e(8).\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eSani, G., Janiri, D., Di Nicola, M., Janiri, L., Ferretti, S., \u0026amp; Chieffo, D. (2020). Mental health during and after the COVID‐19 emergency in Italy. \u003cem\u003ePsychiatry \u0026amp; Clinical Neurosciences, 74\u003c/em\u003e(6).\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eShao, R., He, P., Ling, B., Tan, L., Xu, L., Hou, Y., . . . Yang, Y. (2020). Prevalence of depression and anxiety and correlations between depression, anxiety, family functioning, social support, and coping styles among Chinese medical students. \u003cem\u003eBMC Psychology, 8\u003c/em\u003e, 1-19.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eSlavin, S. J., Schindler, D. L., \u0026amp; Chibnall, J. T. (2014). Medical student mental health 3.0: Improving student wellness through curricular changes. \u003cem\u003eAcademic Medicine, 89\u003c/em\u003e(4), 573-577.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eSubramaniam, M., Abdin, E., Vaingankar, J. A., Shafie, S., Chua, B. Y., Sambasivam, R., . . . Chua, H. C. (2020). Tracking the mental health of a nation: prevalence and correlates of mental disorders in the second Singapore mental health study. \u003cem\u003eEpidemiology and psychiatric sciences, 29\u003c/em\u003e, e29.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eZeng, W., Chen, R., Wang, X., Zhang, Q., \u0026amp; Deng, W. (2019). Prevalence of mental health problems among medical students in China: A meta-analysis. \u003cem\u003eMedicine, 98\u003c/em\u003e(18), e15337.\u003c/li\u003e\n \u003cli dir=\"LTR\"\u003eZhang, J.-Y., Shu, T., Xiang, M., \u0026amp; Feng, Z.-C. (2021). Learning burnout: Evaluating the role of social support in medical students\u003cem\u003e\u0026mdash;frontiers in Psychology, 12\u003c/em\u003e, 625506.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Emotional distress, medical students, mental health, academic stress, Oman, familial support, cross-sectional study","lastPublishedDoi":"10.21203/rs.3.rs-7023519/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7023519/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground:\u003c/strong\u003e Emotional disorders are increasingly prevalent among medical students, driven by significant academic pressures that affect their well-being and performance. This study aims to assess emotional distress at Oman Medical College, addressing a gap in understanding mental health in this population and highlighting the need for targeted interventions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods:\u003c/strong\u003e This study, conducted from April to May 2025, employed a descriptive cross-sectional design using standardized surveys to assess emotional distress among medical students at the National University of Science and Technology in Oman. Data was collected through an online questionnaire from a convenience sample of 400 students, utilizing the General Health Questionnaire (GHQ-12) for mental health evaluation, and analyzed using SPSS for statistical significance.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults: \u003c/strong\u003eOf the 400 students invited, 336 completed the survey (response rate: 84%). Participants had a mean age of 21.6 years; the majority were female (89.6%) and Omani nationals (78.2%). Emotional distress was prevalent in 73% of respondents, with exam-related stress emerging as a significant contributing factor. Notably, students reporting strong parental support had significantly lower rates of emotional distress (p \u0026lt; 0.05).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eThis study reveals a high burden of emotional distress among medical students in Oman, closely linked to academic stressors and mitigated by familial support. These findings underscore the urgent need to implement tailored mental health programs and resilience-building interventions within medical education settings in Oman.\u003c/p\u003e","manuscriptTitle":"Prevalence and Correlates of Emotional Distress Among Medical Students in Oman: Implications for Targeted Well-Being Interventions","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-21 15:10:59","doi":"10.21203/rs.3.rs-7023519/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"468e0e1b-6b1c-4ebf-b699-b0b439014dcc","owner":[],"postedDate":"August 21st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-10-24T06:08:54+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-21 15:10:59","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7023519","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7023519","identity":"rs-7023519","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}