The medical field is known for its importance in society and the stresses associated with it. The Doctor of Medicine program is a postgraduate course consisting of 3 years of classroom training and 1 year of clinical internship prior to graduation. Medical students are known for the high levels of stress they are exposed to (Kulsoom and Afsar, 2015). Stress in medical students is common and process-oriented. It is a normal part of medical training and can be a motivator for some individuals, but not all students find stress constructive (Fares et. Al, 2016). Coping is when an individual responds to stressors. The inability to deal with stress effectively causes deterioration in academic performance and increases the likelihood of psychological distress. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Coping strategies prevent the unwanted consequences of the stressful situation (Salam et Al, 2013). Study habits are used by students at all levels of education. Information about learning styles can help students formulate appropriate learning (Kharb et al, 2013). Overall, this study sought to determine the stress coping mechanisms during studies after the first semester of 1st year medical students - local and international from Jonelta Foundation School of Medicine, Las Piñas Campus and Biñan Campus. The specific objectives are: 1) To determine the different study habits of JFSM first-year local and international medical students 2) To determine and measure the stress level of JFSM first-year local and international medical students 3) To determine how first-year local and international medical students at JFSM address the issues they face during their medical studies. Stress For many students, stress elicits feelings of fear, incompetence, worthlessness, anger and guilt and can be associated with both psychological and physical conditions. The cause of stress for medical students was most perceived to be academic factors. However, other factors such as inability to cope, helplessness, increased psychological pressure, mental tension, excessive workload, curricular factors, personal life events and learning environment can result a decrease in life satisfaction which in turn leads to unprofessional conduct, an increased risk of suicidal ideation and serious thoughts of abandonment (Fares et.al, 2016). VARK Model The VARK Questionnaire can be used as an objective standard to know your study habits. The VARK model groups learning styles into four styles based on their sensory modalities: visual (V), auditory (A), reading (R), and kinesthetic (K). It is a simple technique consisting of 16 elements that promotes reflection on the sensory modality characterized by its brevity, simplicity and ability to encourage students to describe their behavior in a way in which they are able to identify and accept themselves. The test was developed to provide students with intimate involvement in a process that produces a description of their sensory modality preferences, to enable them to use it in subsequent learning. A close match between the anecdotal evidence and data from the questionnaire and help sheet led to confidence in the questionnaire's ability to provide valid information about how students handle information. Student responses encouraged confidence, 2016).