Date Posted: June 10, 2026

Author/s: Lenisse Eleonor Q. Navarra, Jayson D. Nohara, Floree Jan F. Pinzon, Earvi Joy F. Ramos, Arianna B. Sietereales, Patricia Ann A. Silo, Faye Dominique V. Tungol, Maria Clarissa J. Vilog and Mari-Ann Bringas, MD

Background: The educational landscape has undergone a paradigm shift with the onset of the pandemic, necessitating the adoption of online learning as the new norm. This transition has wielded profound effects on various aspects of students’ lives, particularly the adjustment from traditional classroom setups to virtual platforms. Within the medical realm, students face notable challenges in adjusting to this shift, given the practical nature of their field. Coping mechanisms play a pivotal role in influencing individuals’ well-being and health. This study aimed to explore the diverse coping strategies employed by medical students as they navigate the transition from conventional face-to-face instruction to an online learning environment.

Methods: The research employed a descriptive, cross-sectional approach to identify effective coping strategies that mitigate the stress associated with the transition to online learning among medical students. Convenience sampling served as the chosen methodology, utilizing the validated and reliable 28-item self-report questionnaire developed by Charles Carver, known as the Brief Coping Orientation to Problems Experienced (COPE). This tool has undergone validation through numerous research investigations within the local context of the Philippines. The questionnaire aims to assess both effective and ineffective coping strategies in response to stressful life events. Data collection involved the administration of the survey via Google Forms, with responses synchronized to Google Sheets. Statistical analysis of the gathered data was conducted using Google Sheets, serving as the primary statistical software to calculate the average scores of respondents’ answers.

Results: A predominant number of participants embraced problem-focused coping mechanisms to address challenges and stressors. The evaluation employed a Likert Scale rating system, ranging from 1 (indicating minimal engagement) to 4 (indicating extensive application). Among these strategies, problem-focused coping garnered the highest overall average score of 3.13, signifying its prevalent adoption. Emotional focus ranked next with an average score of 2.89, while avoidant coping strategies exhibited the lowest average score of 2.25. Notably, this coping strategy hierarchy persisted consistently across all academic year levels.

Conclusion: Medical students exhibit a diverse array of coping strategies when navigating the transition to online learning. The coping strategy most frequently employed is problem-focused coping, encompassing planning, active coping, and positive reframing. Following closely, emotional focus comes into play, with acceptance emerging as the predominant and potent coping strategy, highlighting students’ inclination to embrace and acknowledge natural distress. Conversely, the least utilized coping strategy is the avoidant approach. This coping strategy hierarchy remained consistent across different year levels of medical education.

Keywords:
coping strategies, online learning, Coping Orientation to Problems Experienced (COPE), medical students