Management of stress in doctors in their first postgraduate year.

BACKGROUND: Interns represent their own unique cohort and phenomena relating to burnout, and stress levels. AIMS: This paper aims to evaluate an online teaching unit, designed to facilitate transition from medical student to doctor. METHODS: The study evaluated an interactive eLearning unit on "Intern Stress Management," embedded in the University College Dublin Intern Network and supplemented with face-to-face workshops at two Dublin hospitals. The unit, combined case studies, reflective exercises, and interactive elements, while workshops discussed stress, self-care and launched the unit. A mixed-methods approach using pre- and post-intervention surveys (PSS-10, self-rated health, and free text responses) assessed effectiveness. RESULTS: Across six months, 90 questionnaires showed significant reduction in mean PSS-10 scores (19.09 to 15.93; p = 0.009). Objective and subjective measures indicated reduced high stress, though many interns shifted toward moderate stress. Despite positive health ratings, self-stigma remained high. CONCLUSION: The unit effectively reduced stress, and national rollout may benefit interns, supporting their transition to medical practice.