Background:

Psychological distress is prevalent among medical students, with a higher incidence observed among female students. This period is characterized by lifestyle changes resulting from the academic demands associated with medical training, which can adversely affect academic performance.

Objective:

The objective of this study was to examine the differences among first-year medical students at UNAM School of Medicine with psychological distress and its correlation with academic performance.

Method:

Descriptive, observational, and cross-sectional study. The sample consisted of 356 first-year medical students. Psychological discomfort was measured with the General Health Questionnaire (CGS-12). The dependent variable was the academic performance, which was obtained with the average of the grades obtained in midterm exams from de basic sciences courses.

Results:

Among the students, 53.9% reported experiencing psychological distress, with women accounting for 70% of this group. Significant differences were found when comparing the average grades of medical students with psychological distress.

Conclusions:

It is necessary to implement specific interventions with cognitive-behavioral and/or behavioral-contextual approaches that favor the development of self-efficacy among students with psychological distress, given that in the last decade a higher percentage of women has been observed in undergraduate enrollment of medical school. Likewise, contribute to a better academic performance and reduce the school dropout risk; in addition to promoting their mental and physical well-being.