In Australia, the path to becoming a doctor remains one of the most academically and professionally demanding trajectories a student can pursue. From competitive entry requirements to years of clinical training, the process is designed to prepare individuals for the complex realities of modern healthcare. However, growing evidence suggests that the cumulative pressure of this training pathway is contributing to significant mental health challenges, particularly among medical students and junior doctors.

Gaining entry into medical school requires a strong academic record, high performance on admission tests like the UCAT or GAMSAT, and increasingly, demonstrated communication and leadership skills. Once accepted, students commit to a five- to six-year program that combines classroom-based education with clinical exposure in hospitals and community health settings. According to the Medical Deans of Australia and New Zealand (MDANZ), the number of medical graduates has more than doubled over the past two decades, intensifying competition for postgraduate placements and heightening stress levels for those nearing graduation.

Research has consistently shown elevated levels of psychological distress among medical students compared to their non-medical peers. A study published in BMJ Open found that Australian medical students were more likely to report symptoms of anxiety, depression, and burnout, with contributing factors including workload, fear of failure, and limited downtime. These trends do not improve significantly upon graduation. In fact, early-career doctors often face new challenges–long shifts, steep learning curves, and the pressure of clinical responsibility–while still navigating the transition from student to professional.

In 2020, the Australian Medical Association (AMA) released a position statement on the health and well-being of doctors, citing a clear need for cultural and structural reforms in medical training environments. The report noted that doctors were at increased risk of mental health issues, including depression and suicidal ideation, yet were often reluctant to seek help due to stigma and concerns about professional consequences. This is particularly relevant for junior doctors, many of whom are employed under short-term contracts and may fear that disclosing personal struggles could affect future employment prospects.

Systemic issues have also contributed to the pressure on early-career doctors. In some states, interns and residents report regularly working beyond their rostered hours due to high patient loads and staffing shortages. In New South Wales, for instance, junior doctors took industrial action in 2024, citing excessive overtime and unsafe working conditions. The Australian Salaried Medical Officers Federation (ASMOF) supported the strike, arguing that the current environment is unsustainable both for doctors and for the quality of patient care.

Despite these challenges, progress is being made. Most Australian medical schools now provide some form of well-being support, including counselling services and peer mentoring programs. The Mental Health Education Leads of Australia and New Zealand (MEANS) is one initiative working to embed mental health education into the curriculum in a more consistent and evidence-based way. In addition, some postgraduate training programs are introducing reflective practice sessions and encouraging more open dialogue about workplace stress and coping strategies.

The importance of these efforts is increasingly recognised not only as a matter of individual well-being but as a workforce issue. With Australia facing projected shortages of general practitioners and specialists in coming years–particularly in rural and regional areas–retaining trained professionals is a growing concern. Addressing mental health in the early stages of a doctor’s career may play a critical role in improving retention and long-term workforce sustainability.

While there is no single solution to the complex factors contributing to burnout among medical trainees, experts agree that a combination of institutional support, culture change, and policy reform is needed. This includes ensuring adequate supervision and staffing levels, improving access to mental health services, and removing punitive barriers that discourage help-seeking.

Australia’s healthcare system relies on the capability and resilience of its medical workforce. Ensuring that those entering the profession are supported–not just academically, but psychologically and professionally–is essential. The responsibility lies with universities, hospitals, professional bodies, and government agencies alike to create an environment where doctors in training can not only meet the demands of their profession but do so without compromising their own health and well-being.