As too much stress causes problems, it is important to evaluate the degree of stress a<unk> may have. Today, there are methods to assess the level of emotional stress that<unk><unk>  can handle. It is advisable to manage study time and include healthy nutrition during the whole day. In addition, daily exercises can help to reduce the stress. Interventions against academic dishonesty such as plagiarism also helps to prevent the risk of stress and depression in<unk><unk> . Studying in a small group also allows<unk>  to learn from each other and reduce the stress of learning by sharing ideas. Furthermore, some<unk>  schools provide psychologists to help<unk>  manage stress. Communication among third and fourth year<unk><unk>  prepares them for the stressors of real-life clinical practice. This mental preparation stimulates the<unk>  to reduce the percentages of error in a<unk>  consultation.<unk><unk>  are prepared to diagnose and treat patients, but may not be adequately prepared to interact with the problems of their patient, or to deal with bad news as well as the patient's emotional stress during consultations. Emotional intelligence (EI) can be a protection against the effects of psychological stress, and it may enhance well-being. However, EI is molded through personality and has not been observed to be affected by stressful situations. However, those<unk>  who participate in extracurricular activities have lower states of anxiety than those who are concentrated only on their studies. To address these problems, some<unk>  schools have made changes such as reducing the workweek, instituting curricular reforms such as having shorter classes, less rote memorization, and providing psychological services.<unk>  has become a focus of concern globally, with the first line of detection and defense of the stress being the<unk>  themselves. Some interventions include compulsory attendance in support groups, so the level of stigma is much lower than that associated with attending individual therapy. This provides long-term continuous support and help for<unk>  to monitor the progress and preparation for a better practice. Other stress-management programs provide trainees with coping techniques such as hypnosis, imagery, and muscle relaxation; affiliation with peers, opportunities for emotional expression and intensified relationships with the faculty. The interventions of the majority of the programs use a group structure where the trainees meet with their peers, or with leaders. No "gold standard" exists for the content of stress-reduction programs for<unk>  trainees. Some propose a scheme of directed and non-directed support groups, relaxation training (including meditation and hypnosis), time-management and coping skills, mindfulness-based stress reduction, and mentoring programs. Good intervention includes relaxation basics like abdominal breathing, learning to identify and counter negative thoughts, use of the imagery in relaxation, practical ways to increase healthy eating, building positive coping, applying relaxing or activating words appropriately, and redirecting time and energy to different tasks based on the level of importance.
Stress in medical students
At risk mental state
Mental illness in fly-in fly-out workers
Sudden cardiac death of athletes
Post-traumatic stress disorder among athletes
Suicide among doctors
Illness and injuries during spaceflight
Suboptimal health