Psychological Impact of Academic Disruption on Medical Students: A Systematic Review
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Academic disruptions, including pandemics and policy-related interruptions, pose a critical yet understudied threat to students’ psychological well-being and professional development. In South Korea, the physician–government dispute from February 2024 to August 2025 resulted in a sustained and unprecedented interruption of the medical curriculum. This systematic review was conducted to assess the psychosocial effects of academic disruption on medical students. We reviewed studies published from 2013 through July 2025 by systematically searching PubMed (MEDLINE), CINAHL (EBSCOhost), KoreaMed, RISS, and the National Assembly Library. Two reviewers independently screened and extracted data from 33 eligible studies. Psychological outcomes were categorized using a modified Patient-Reported Outcomes Measurement Information System framework to capture multidimensional impacts. Most studies documented consistent and substantial increases in anxiety (23%–84%) and depression (10%–65%) when clinical education and assessments were canceled or moved online. Beyond affective symptoms, qualitative synthesis revealed that the loss of authentic bedside learning and peer interaction weakened professional identity formation and diminished educational meaning. Although limited longitudinal findings suggested potential for post-traumatic growth, immediate effects were characterized by structural frustration and existential doubt. These results indicate that academic disruption generates a complex psychological crisis requiring multi-tiered institutional responses. Consequently, medical educators must prioritize strategies that preserve clinical exposure and social connectedness to safeguard the mental health and professional development of future physicians during periods of educational instability.
Abstract
Academic disruptions, including pandemics and policy-related interruptions, pose a critical yet understudied threat to students’ psychological well-being and professional development. In South Korea, the physician–government dispute from February 2024 to August 2025 resulted in a sustained and unprecedented interruption of the medical curriculum. This systematic review was conducted to assess the psychosocial effects of academic disruption on medical students. We reviewed studies published from 2013 through July 2025 by systematically searching PubMed (MEDLINE), CINAHL (EBSCOhost), KoreaMed, RISS, and the National Assembly Library. Two reviewers independently screened and extracted data from 33 eligible studies. Psychological outcomes were categorized using a modified Patient-Reported Outcomes Measurement Information System framework to capture multidimensional impacts. Most studies documented consistent and substantial increases in anxiety (23%–84%) and depression (10%–65%) when clinical education and assessments were canceled or moved online. Beyond affective symptoms, qualitative synthesis revealed that the loss of authentic bedside learning and peer interaction weakened professional identity formation and diminished educational meaning. Although limited longitudinal findings suggested potential for post-traumatic growth, immediate effects were characterized by structural frustration and existential doubt. These results indicate that academic disruption generates a complex psychological crisis requiring multi-tiered institutional responses. Consequently, medical educators must prioritize strategies that preserve clinical exposure and social connectedness to safeguard the mental health and professional development of future physicians during periods of educational instability.