Financial education in medical training: an analysis with students on knowledge, interest and curricular gaps

Abstract

Introduction: Medical students face significant economic challenges during training. Lack of financial preparedness has been associated with increased stress, financial considerations influencing specialty choice, and reduced quality of life. Objective: To assess knowledge and analyze interest in financial education among medical students. Methods: This quantitative, cross-sectional study included 200 medical students who completed an online questionnaire addressing sociodemographic characteristics, financial education, and student indebtedness. Results: Most participants were female, single, enrolled in private institutions, and living with family members. Approximately 62% reported not receiving any form of financial aid, and 25.5% expected to graduate with debt, particularly amounts exceeding BRL 200,000. The majority had never received formal financial education and reported low confidence in managing their personal finances. Despite this, students showed strong agreement regarding the importance of incorporating content on budgeting, debt management, and financial planning into the medical curriculum. These perceptions were consistent across all academic years, indicating a sustained demand for financial education throughout undergraduate training. Conclusion: The findings demonstrate a clear consensus among medical students regarding the relevance of financial education in medical training, despite an evident gap between required competencies and existing curricular provision. Low self-confidence in personal financial management and limited access to educational opportunities in this area reinforce the need for structured inclusion of financial education within the medical curriculum. Furthermore, the economic heterogeneity observed among participants highlights the importance of educational policies that promote equity, better preparing future physicians to address financial and professional challenges in a more critical and integrated manner.