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Background Prior to the COVID‐19 pandemic, medical students exhibited poorer mental health relative to the general population and other students. This research aimed to assess American medical student mental health during the pandemic's height, while also identifying stressors and vulnerable populations. Methods In this cross‐sectional study, 960 US allopathic and osteopathic medical students completed a mental health survey screening for depression, anxiety, burnout, suicidal ideation and increased substance use during the height of the COVID‐19 pandemic. Potential relationships were explored between these mental health indicators and demographic and environmental factors, such as COVID‐19 exposure. Findings Of the 960 medical students surveyed, 25.1% (n = 241) screened positive for depression, 40.4% (n = 388) screened positive for anxiety, 21.3% (n = 201) met criteria for at least one dimension of burnout, 19.0% (n = 182) started or increased substance use and 7.2% (n = 69) experienced thoughts of self‐harm or suicide. Significant differences (p ≤ 0.01) in measures of mental health were associated with those who had accessed mental health care, had a personal COVID‐19 diagnosis, knew someone who died of COVID‐19 or were female. Conclusions Although rates of anxiety and substance use among medical students in our study were higher than previously reported, rates of burnout and thoughts of self‐harm or suicide were surprisingly lower. These results indicate that some aspects of remote learning imposed by the pandemic could be protective, warranting additional study for post‐pandemic medical education. Meanwhile, medical schools and clerkships should offer additional resources to students particularly vulnerable to stressors, including females and those with personal pandemic impacts.

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This ex post facto controlled investigation was conducted +om 1993 to 1996 at a medium sized, regional, predominantly mite, public, four-year university in the Midwest to determine the~elationship between participation in the institution 'sfreshman year e~wience couyse and student~etention and success. Students who participated in the course were found to continue thei~enrollment to thefall te~m of their second year at a higher rate, complete moye of the first academic year, earn higho cumulative Fade point averages, and have higher~atios of eayned credit hou~s in Yelation to the numbey of cyedit houys attempted.The changing demands of the workplace necessitate that a higher percentage of the poptiation acquire the skifls associated with a college education, including complex cognitive ski~s such as reflection and critical thinking (Student Learning Imperative, 199~. Students who have training in the arts and sciences are prepared to meet the challenges of this shifting work environment. People with college degrees continue to earn over 5070 more than those who have finished only high school (Mishel & Bernstein, 1994). This goal of earning higher wages often motivates students who rnayhave varying levek of acadetic preparation for and understanding of the purposes of a college or university education to enroll in post-secondary institutions.

This ex post facto controlled investigation was conducted from 1993 to 1996 at a medium sized, regional, predominantly White, public, four-year university in the Midwest to determine the relationship between participation in the institution's freshman year experience course and student retention and success. Students who participated in the course were found to continue their enrollment to the fall term of their second year at a higher rate, complete more of the first academic year, earn higher cumulative grade point averages, and have higher ratios of earned credit hours in relation to the number of credit hours attempted.