Impact on education, physical and social life of medical students during COVID-19 Pandemic: A web based survey in AIIMS Rishikesh

Background: The COVID-19 pandemic necessitated an abrupt transition in medical education from traditional, in-person clinical training to predominantly remote learning, imposing multifaceted challenges on medical students globally. These disruptions have substantially impacted student’s educational progress, physical health, and mental well-being, with increased prevalence of anxiety, depression, and impaired social functioning reported across diverse populations. Objectives: This study aimed to assess the comprehensive impact of the COVID-19 pandemic on medical and nursing students at AIIMS Rishikesh, India, focusing on educational disruption, physical and psychological health effects, social life alterations, and adaptive coping behaviors. Secondary aims included comparison with international data to contextualize findings. Methods: A descriptive cross-sectional survey was conducted using a validated online questionnaire distributed among eligible first-year medical and nursing students during national lockdown. Data collection covered demographic variables, disruptions to theoretical and practical training, self-reported physical and mental health changes, social relationship shifts, and emergent adaptive strategies. Statistical analyses comprised descriptive summaries, bi variate associations, and multivariate logistic regression, all conducted with anonymize datasets. Results: Out of 160 respondents (63.5% female; median age 18–23), 90% reported significant academic disruption, particularly in practical skills acquisition. Nearly 45% reported mental health deterioration manifesting as anxiety, insomnia, or depression, consistent with global prevalence estimates. Physical inactivity affected 24%, and over half noted negative social isolation effects, although 53% experienced closer family bonds and 40% acquired new skills. Qualitative responses highlighted both adversity and resilience, with many students employing constructive coping. Conclusions: The COVID-19 pandemic severely disrupted medical education and adversely affected students’ health and social functioning at AIIMS Rishikesh, aligning with international observations. To mitigate similar future crises, institutional investments in hybrid learning models, psychological support services, and mentor-ship frameworks are imperative to foster resilience, preserve educational quality, and promote student well-being.