Objective: This study aims to compare mental health, academic stress, and overall well-being between medical and engineering students, highlighting demographic and clinical differences to inform targeted interventions.

Materials and Methods: A total of 392 students (284 medical and 108 engineering) from the university participated in this cross-sectional study. Ethical approval was obtained, and assessments included the Maslach Burnout Inventory-Student Form (MBI-SS) for burnout, the Epworth Sleepiness Scale (ESS) for sleep problems, and the Perceived Stress Scale (PSS) for stress levels. Additionally, the prevalence of Fibromyalgia Syndrome (FMS) was diagnosed based on established criteria.

Results: Statistical analysis revealed significant differences in demographic factors, with engineering students exhibiting higher levels of burnout and anxiety compared to their medical counterparts. Medical students reported lower depression and anxiety levels, potentially due to more robust support systems. The prevalence of FMS was similar across both faculties, but students with FMS experienced significantly higher stress and associated health issues.

Conclussion: The findings underscore the need for tailored mental health interventions in engineering faculties, focusing on stress management and support systems. By addressing the unique challenges faced by students in these disciplines, educational institutions can enhance student well-being and academic performance.