Clinical clerkships represent a critical phase in medical education, during which students transition from theoretical learning to immersive, hands-on practice. This stage is not only academically demanding but emotionally taxing, with students simultaneously managing professional expectations and personal relationships. While prior research has highlighted the mental health burden of medical training, few studies have examined how personal relationships influence students’ well-being and academic engagement in culturally distinct settings. This study explores the role of personal relationships, familial, romantic, and peer-based, among undergraduate medical students undergoing clinical clerkships in Mauritius, a small island nation shaped by collectivist traditions and diverse religious values.

A mixed-methods approach was adopted, combining quantitative survey data from 91 students with qualitative responses analysed thematically. Quantitative findings revealed no significant association between relationship status and demographic factors such as gender or ethnicity, but students in committed relationships reported higher levels of emotional support and relational satisfaction. Thematic analysis identified seven key themes, including cultural and religious expectations, strategic singleness, gendered emotional expression, and relationships as emotional anchors or sources of strain.

The findings underscore the socio-cultural complexity of student life during clinical training, revealing how personal relationships both buffer and exacerbate academic stress. Students’ relational decisions were strongly influenced by cultural scripts around honour, discipline, and religious morality, especially among Hindu and Muslim participants. The study advocates for culturally responsive support systems within medical institutions, including peer support networks, emotional well-being services, and relationship counselling sensitive to communal and religious dynamics. These insights contribute to a more holistic understanding of professional identity formation in medical education and call for policy reforms that embed relational awareness into student support strategies.

The authors have declared no competing interest.

This study did not receive any funding

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The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

This study received ethical approval from the University of Mauritius Research Ethics Committee (Reference No. UOMREC/2024/112). All procedures involving human participants were conducted following institutional guidelines and the Declaration of Helsinki.

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All data produced in the present study are available upon reasonable request to the authors