Objectives. Many studies in the field of stress have been conducted on students. In these studies, students reported stressful events, health problems, objective and subjective sensations such as tension, nervous tension, stress, pressure, strain, constraint, anger, depression etc. In most cases, the effects of stress were determined by the rigorous academic environment, the stress and inability to reduce it. In this context, the objective of the research was to identify and assess stress factors at students from the Faculty of Medicine in the Republic of Moldova. Material and methods. A transversal epidemiological study was designed, using descriptive and analytical elements. During the academic year 2014/15, 120 second-year students at the Faculty of Medicine were questioned. The mean age was 20.4 ± 0.18 years. The distribution by gender was as follows: 23% male and 77% female subjects. The questionnaire included 15 items referring to: the difficulty of the subjects of study, the psycho-emotional strain, lack of time and sleep, the way of assessing the presence and absence of conflicts. Results. Applying the questionnaire made possible to identify and assess stress factors in students at the Faculty of Medicine. The analysis of the results showed that students reported stressful situations at cognitive, behavioral, emotional and physiological levels. Major stressful situations have been reported by both female and male students. From the medical point of view, the most important stressors were: the way of assessing knowledge (in 31.1% of the cases), the volume of information (in 29.1% of the cases), insufficiency of time (26.5%), the difficulty of the subjects of study (11.5%), lack of rest and not enough sleep (12.3%), personal conflicts (11.5%), fear of failure (5.8%). Only in 1.9% of reported cases, students were not subjected to stress factors. According to Awboly’s statements, the sources of stress for medical students are: the lack of time for recreation and socialization; the inability to learn everything they need to know; the fear of making mistakes; the sense of dehumanization and loneliness; the lack of money; the uncertainty about the choice of profession; the fact that they do not understand what they learn. Conclusions. The results of the study are a must to develop and practice methods and techniques to ameliorate stressful situations, for example: coping (adjustment) focused on the problem (vigilant coping); coping focused on emotions (avoidant coping) and reassessment-of problem-oriented coping.