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Abstract Background Stress significantly affects both the physical and emotional health of individuals, particularly students in health-related fields. Medical students in Brazil face unique challenges due to the demanding nature of their studies, especially during assessment periods, which heighten academic pressure. These pressures often lead to poor coping strategies and mental health concerns. It is crucial to understand the complex dynamics of stress within medical education to develop strategies that improve student well-being and promote a healthier academic environment. This study aims to investigate the intricate relationship between assessment periods and stress levels among medical students. It seeks to understand how academic demands and sociodemographic factors contribute to stress dynamics during these periods. Methods An online observational, longitudinal, and prospective study was conducted from February to October 2022. Medical students were recruited through snowball sampling and participated in surveys administered via Google Forms at two timepoints: before (T1) and during (T2) assessment periods. The surveys collected sociodemographic data and stress symptoms using Lipp’s Inventory of Stress Symptoms for Adults (LSSI). Results The transition from T1 to T2 was defined by a rise in the prevalence of stress from 59.6 to 84.2% (p = 0.001) and a decline in symptom-free students from 40.4 to 15.8% (p = 0.001). There was a significant increase in exhaustion, from 12.3 to 31.6% (p = 0.0001). Higher stress levels were notably more prevalent among younger students (≤ 24 years), females, those from wealthier families, students without scholarships, those without prior degrees, and those in the clinical phase of their studies. However, non significant correlations were found between these sociodemographic and academic factors and the increase in stress. Conclusion The findings highlight significant concerns regarding the mental health of medical students during assessment periods, marked by increased stress and exhaustion levels. These results emphasize the need for proactive interventions to manage stress effectively in medical education, considering its profound impact on students’ well-being.

Resumo Ocasionalmente, a morte é considerada falha ou insucesso da medicina e a inabilidade em enfrentá-la pode gerar medo e frustração, interferindo nas decisões clínicas. Este estudo avaliou a percepção de estudantes de medicina quanto ao enfrentamento da morte, analisando seu preparo para lidar com essas situações e comparando seus perfis sociodemográfico, religioso e acadêmico. Realizou-se estudo transversal, quantitativo e qualitativo, com 294 estudantes de medicina da Bahia. Demonstrou-se que o estudante de medicina considera a morte um processo natural, mas não se sente totalmente preparado para lidar com a terminalidade da vida durante a prática clínica, possivelmente em razão das escassas discussões acadêmicas e da oferta insuficiente de conteúdo teórico-prático durante a formação. Homens com formação prévia e que tiveram contato pessoal e acadêmico com a morte foram associados à maior percepção de preparo para lidar com a terminalidade da vida, sem interferência de ciclo acadêmico e religião.