Academic Performance Of Medical Students Research Articles

Examining the Impact of Social Media Overload on the Academic Performance of Public Medical College Students of Lahore

Objective: This study's objectives were two-fold. First, it examined the direct relationship between social media overload and academic performance. Second, it analyzed the mediating role of anxiety between social media overload and the academic performance of medical students. Study Design: A cross-sectional study. Place and Duration of Study: The study was conducted at the Department of Medical Education of Allama Iqbal Medical College, Lahore, Ameer-ud-Din (PGMI) Medical College, Lahore, Services Institute of Medical Sciences, Lahore and Shaikh Khalifa Bin Zayed Al-Nahyan Medical and Dental College Lahore, Pakistan from June 2021 to January 2022.Methods: Data from 259 medical students were collected using a convenience sampling technique through self-administered questionnaires. The study included medical students from the second to final year of MBBS.Results: Hayes PROCESS Macro analysis in SPSS showed that social media overload and academic performance were related to one another (β=-0.198, p<0.05) which had significance in statistics. Moreover, mediation analysis revealed a statistically significant and partial mediating role of anxiety between social media overload and academic performance (Indirect Effect = -.0734, p<0.05).Conclusion: Findings revealed that social media overload directly influenced the academic performance of medical students. Additionally, anxiety as a mediator negatively impacted the relationship between social media overload and academic performance. How to cite this: Ather MA, Alam RS, Bokhari SQ, Butt A. Examining the Impact of Social Media Overload on the Academic Performance of Medical Students. Life and Science. 2024; 5(2): 160-165. doi: http://doi.org/10.37185/LnS.1.1.446

Early Clinical Simulation Exposure May Enhances Academic Performance of Medical Students: A Quasi-Experimental Study in Saudi Arabia

Purpose: The traditional medical curriculum in Saudi Arabia needs to undergo major reforms to make it more student-centric, relevant, interesting and contemporary. This unmet need can be fulfilled by the use of “Early Clinical Exposure “(ECE) techniques, employed via simulation based medical education (SBME) courses, integrated into the medical curriculum. This study delivered ECE via SBME, to third year pre-clinical students, and assessed its impact on their fourth-year academic scores. Materials and Methods: SBME modules designed by expert faculty members were delivered through a peer-assisted learning model, spread over a three-week period, at a well-equipped medical simulation laboratory at our teaching hospital, in Jeddah, Saudi Arabia. Students who attended this SBME intervention were tracked for their performance in their fourth year, versus the control group. Result: Of the 401 third year students included in the study, only 30.2% consented to attend the SBME course, while 69.8% comprised the control group. The overall study population obtained a mean score of 40.27 in the fourth-year final examination. The male and female students who attended the SBME module obtained a statistically significantly higher mean score versus the non-attendees (p=0.0018). Among the SBME course attendees, no statistically significant difference was noted between the scores of males and females (p=0.187). Conclusion: SBME exposure during the pre-clinical years has a significantly positive impact on the performance of students, in the core clinical years at medical college. It holds promise in reducing redundancies in medical education, making medical studies more interesting, relevant, contemporary and practical. It facilitates seamless transition of students from pre-clinical to clinical years in medical college. Implementation of early SBME courses at the pre-clinical level, mandated and supported by government initiatives, would be a huge step forward in the medical education in Saudi Arabia.

IJCM_336A: Academic burnout and coping: A questionnaire based cross-sectional study among undergraduate students of a medical college in western Uttar Pradesh

Background: Academic burnout is a significant concern in undergraduate medical students due to the demanding nature of their coursework, clinical responsibilities, and the pressure to excel in their studies. Medical students, in particular, are believed to be more stressed and burnt out than their non-medical peers. Academic burnout can affect medical students academic performance and psychological well-being. Coping strategies are essential for students to manage stress and attempts are being made to control and mitigate the same. Objective: 1) To assess the prevalence of academic burnout among undergraduate medical students; 2) To find out coping mechanisms adopted by the students. Methodology: This is a cross-sectional anonymous survey, medical students were recruited from four professional MBBS groups. Based on prevailing prevalence of burnout (16.84%), sample size calculation was done, which came out to be 216; which was rounded off to 220. The 220 completed questionnaires were collected and included in analysis. The Maslach Burnout Inventory-Student Survey (MBI-SS) and Brief COPE questionnaire were used. Sociodemographic profile was assessed by semi-structured proforma. Results: High emotional exhaustion was present in nearly 35% of the students while low professional efficacy over 65% of them reported. However, majority of them practiced active coping. The data is still being analysed for final findings. Conclusion: As concluded, majority of the students reported high academic burnout and low professional efficacy. For coping, most of them adapted active coping while substance use was less commonly used.

Relationship of emotional intelligence and capability of answering higher-order knowledge questions in physiology among first-year medical students.

Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson's correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14 ± 1.87 yr were analyzed. Overall, students got a percentage of 53.37 ± 14.07 in the examination, with 24.46 ± 9.1 in HOQs and 28.91 ± 6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58 ± 46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r = 0.29 (P = 0.0037), with HOQs was r = 0.41 (P < 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects.NEW & NOTEWORTHY This study assessed the correlation between emotional intelligence (EI) and the capability of medical students to answer higher-order knowledge questions (HOQs) in the specific context of physiology. The finding reveals one of the multifaceted dimensions of the relationship between EI and academic performance. This novel perspective opens the door to further investigations to explore the relationship in other subjects and other dimensions to understand why students with higher EI have higher academic performance.

Non-medical Use of Prescription Psychostimulants and Academic Performance in Medical Students

Objective: It is well-known that healthy medical students use psychostimulants to improve their cognitive functions and reduce their need for sleep. The main motivation behind this cognitive enhancement is to increase academic performance. However, the literature is not clear enough to support this situation.&#x0D; Methods: This cross-sectional study was conducted with an online survey and 585 students participated. The grade point average number was used to assess the student' academic performance. Additionally, the scale based on self-evaluations was used to assess levels of pharmaceutical knowledge, study performance, academic success, academic anxiety, and study performance.&#x0D; Results: Out of 585 healthy students, 40 (7.3%) admitted to using psychostimulants to enhance their academic performance. However, there was no significant difference in grade point average scores and perceived academic success levels between users and non-users. Nonetheless, most of the users reported that they benefited from taking psychostimulant drugs. Risk factors for non-medical use of prescription psychostimulants included high levels of pharmacology knowledge, smoking, and poor academic performance.&#x0D; Conclusion: Although non-medical use of prescription psychostimulants did not appear to affect academic performance significantly, most students reported positive subjective experiences, which could have a motivational effect. Therefore, it is crucial to investigate the benefits and side effects of psychostimulants in healthy young individuals in more detail and to provide them with up-to-date information on this issue.

Prevalence of Low Back Pain in Medical Students due to Prolonged Sitting

Background: Low back pain (LBP) is a prevalent condition among medical students, attributed to their sedentary lifestyle and prolonged periods of sitting due to the demanding nature of medical education. This health concern not only affects their academic performance and quality of life but also has implications for their future professional practice in healthcare. Objective: This study aims to determine the prevalence and severity of low back pain among medical students at Akhtar Saeed Medical and Dental College, Lahore, and to assess its impact on their daily functioning and academic activities. Methods: A cross-sectional study was conducted over six months, involving 169 medical students aged 18-25 years from various programs (DPT, MBBS, BDS, Pharm-D). Participants were selected through stratified random sampling. The study utilized the Oswestry Disability Index and the Visual Analog Scale to measure the severity of LBP and its impact on daily activities. Data were analyzed using SPSS version 25 for descriptive and inferential statistics. Results: Out of 169 participants, 56.8% reported experiencing LBP. Among those with LBP, 69.8% described their pain as mild, 27.1% as moderate, and 3.1% as severe. Regarding disability, 63.5% of the affected students reported minimal disability, 25% moderate disability, 7.3% severe disability, and 4% were crippled. The study highlighted a significant correlation between prolonged sitting and the incidence of LBP among medical students. Conclusion: The high prevalence of low back pain among medical students at Akhtar Saeed Medical and Dental College indicates a need for targeted interventions. These include ergonomic adjustments, promotion of physical activity, and incorporation of musculoskeletal health education into medical curricula. Addressing these factors is essential for improving the health and academic performance of medical students and preparing them for healthier professional practices.

The Impact of Part-time Jobs on Academic Performance of Medical Students at Alzaiem Alazhari University December 2021-June 2022

Introduction: A part-time job is a form of employment that carries fewer hours per week than a full-time job. Nowadays there has been increased involvement of university students in part-time jobs to support them self financially and gaining new communications and time management skills. this may be associated with missing classes, expands the chance of leaving the educational institution and in the best-case scenario it may divert students from learning. This style of working and studying had it is impacts on academic’s performance, social life and building one’s personality. Objective: To assess the impact of part time job on academic performance of medical students at Alzaiem Alazhari university December 2021- June 2022. Method: this is a descriptive cross-sectional study curried on Alzaiem Alazhari university medical student. Sample size found to be 354. selected through equal percent from each department. Data collected using online questionnaire and the analysed using SPSS version 25. Result: the total number of participants were 354. majority was female. 23.6 perform some kind of part time job. 34% were working for 1-2 hours per day. For most of them 31.7% work was optional to gain some extra cash. the participants agree that, part time jobs had helped them gaining new skills in time management and communication. It had positive or neutral effects on academic performance as expressed by 33.9% of the participants. Conclusion: There is significant evidence that suggests an impact of part time job on academic performance, the majority are positive such as communication skills, multitasking skills and forming social connections. with less has negative impact on academic performance. Financial problems and gaining extra cash were the main reasons behind part time jobs working. Also, workshops are highly recommended to show students how to balance between job and college.

Factors associated with substance use among preclinical medical students in Turkey: a cross-sectional study

Introduction: Medical students experience high levels of stress due to their rigorous training, which can negatively affect their mental health. This study aimed to investigate substance use habits of medical students at Istanbul University-Cerrahpaşa and the association on their mental health and demographic factors. Methods: This cross-sectional survey study was conducted in March-April 2022 among preclinical medical students (years 1-3 of a 6-year program). A confidential, anonymous online survey consisting of four sections on sociodemographic and educational characteristics, nicotine use and dependence [Fagerström Test for Nicotine Dependence (FTND)], alcohol use [Alcohol Use Disorders Identification Test (AUDIT)], mental health status [12-item General Health Questionnaire (GHQ-12)], was distributed to 1131 students via WhatsApp and Telegram text messages. Mann-Whitney U and Kruskal Wallis tests compared variables’ distribution in the questionnaire categories. Spearman's correlation assessed associations between scales. Significance was p &lt; 0.05. Results: The study included 190 medical students. A total of 26.3% of the participants were smokers, with 8.4% showing moderate to high levels of nicotine dependence. An estimated 45.8% and 8.4% reported low-risk consumption and risky usage of alcohol, respectively. There were statistically significant associations between substance use and demographic factors such as sex, GPA, and religious belief. The study found a statistically significant correlation between FTND scores and GHQ-12 scores, and, between FTND scores and AUDIT scores. Conclusion: The findings of this study will inform the development of interventions to improve the mental health and academic performance of medical students at Istanbul University-Cerrahpaşa. Furthermore, it will raise awareness about the importance of addressing substance use among medical students in Turkey.

Factors associated with academic performance among medical students at a medical school in South Korea: A retrospective cohort study.

Longitudinal research has provided systematic empirical data on the short- and long-term outcomes of admissions policies, curricular innovations, and complex decisions on students' academic progress. This study aimed to investigate the academic performance of medical students and related factors using cohort database collected from a medical school. The study participants included 134 medical students who graduated from Chonnam National University Medical School in 2022. The medical school's cohort database was used to collect data on demographics, admission, academic performance, extracurricular activities, and performance on the National Korean Medical Licensing Examination (KMLE). Participating in club activities had a significant association with medical students' academic advancement delay or leave of absence during the entire course of medical school (P = 0.007). Logistic regression analysis indicated that the nationwide clinical knowledge mock examination during the fourth year of medical school was significantly associated with passing the KMLE (adjusted odds ratio 1.12, 95% confidence interval 1.02-1.22; P = 0.014). Extracurricular school activities (a non-cognitive student attribute) and a wide range of cognitive student attributes captured from the cohort database were associated with medical students' academic performance. In conclusion, this study can reinforce a strong emphasis on the inclusion of cognitive and non-cognitive information in medical school curricula and assessments in order to improve medical education programs and future postgraduate performance.

Influence of stress, anxiety, and depression on sleep quality and academic performance of medical students in Fallujah University, Iraq.

There is a relation between sleep quality, mental health, and academic performance among medical students. Students who experience better sleep quality and have good mental health will exhibit higher academic performance compared to those who have reduced sleep quality and poor psychological health. To assess the relation between mental health problems, sleep quality, and academic performance among medical students in the stage of clinical training at the University of Fallujah, Iraq. In this cross-sectional study, a self-administered questionnaire was adopted that gathered three validated and previously used screening tools: The Pittsburgh Sleep Quality Index (PSQI), Depression Anxiety Stress Scale (DASS-21), and the AHELO Self-Assessment Questionnaire. The findings revealed a high prevalence of anxiety, 40% of the students reported experiencing mild to moderate anxiety, while 24.1% showed severe anxiety, 20.0% experienced mild depression, and 10.8% had moderate depression. There was a significant negative correlation between stress and academic performance (Pearson's r = -.333, p < .001), between depression and academic performance (Pearson's r = -.437, p < .001), and between anxiety and academic performance (Pearson's r = -.417, p < .001). Mental health problems are prevalent among medical students represented by the study sample, and are significantly correlated to the students' academic performance.

Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education

BackgroundMajor disruptions and changes in education have occurred worldwide as a result of the coronavirus disease (COVID-19) pandemic and the ensuing shift from in-person to online education. However, the effect of such changes on medical education, its magnitude, and the learning domains impacted by such rapid changes have not been adequately addressed, particularly with regard to objective assessment approaches.MethodsSecond-year medical students enrolled in our Medical English Course between 2019 and 2021 were recruited from Hokkaido University, Japan (N = 321) to participate in this study. We evaluated the potential impact of teaching styles on the academic performance of students before (2019; face-to-face) and during (2020; online; 2021; in-person and online) the pandemic. We examined the potential effect of three teaching styles––in-person (2019), online (2020), and a combination of these (2021) on the academic performance of medical students using: (i) subjective assessment of self-reported general English skills, including reading, writing, listening, and speaking; and (ii) objective assessment of medical terminology scores, evidence-based medicine (EBM) skills, and final written exam scores.ResultsIn-person education significantly improved listening and speaking skills in 2019 (p < 0.001). This trend was observed for writing skills in an online course in 2020 (p = 0.001). With the combined teaching method, students reported significant improvements in all four English skills. In our objective assessments, medical terminology improved significantly post-test versus pre-test for all three teaching styles, and we found that the online course did not adversely affect the gain in medical terminology knowledge during the course. Additionally, we did not find any significant differences across the three applied teaching styles regarding EBM skill levels. It is noteworthy that the students taking online courses had a significantly higher final exam score (mean ± SD; 82.8 ± 8.2) than in in-person (78.6 ± 8.8) and combined (79.7 ± 12.1) teaching styles.ConclusionsIn our study, the online/combined courses showed better academic outcomes compared to the face-to-face course in the preclinical clerkship. Although the current results need to be replicated on a larger scale, online/combined courses can continue and evolve in the post-pandemic education of medical students. Medical schools and institutions should consider incorporating such courses, especially combined courses, into their curricula in the future to improve the effectiveness, accessibility, and flexibility of medical education.

Dermatoglyphic Patterns in Undergraduate Medical Students and their Association with Academic Performance: A Cross-sectional Study

Introduction: Dermatoglyphics is the study of fingerprint patterns, which are unique to each individual and remain unchanged after birth. It has been used in criminology for decades. In recent years, its role in screening various medical conditions has been established. Dermatoglyphics has also been associated with cognitive ability, making it a potential predictor of academic potential. Aim: To investigate the association between dermatoglyphic patterns and the academic performance of medical students. Materials and Methods: A cross-sectional study was conducted in the Department of Anatomy, Jawaharlal Nehru Medical College, Wardha, Maharashtra, India on 200 undergraduate medical students (94 males and 106 females) from January 2019 to December 2020. Fingerprint patterns were obtained using the standard ink method. The parameters studied included arches, loops, whorls, composites, Total Finger Ridge Count (TFRC), and the 'atd' angle. The academic performance of participants was assessed based on the marks obtained in the National Eligibility Cum Entrance Test (NEET) and the overall marks scored in the first-year university examination. Statistical analysis involved the use of arithmetic mean, standard deviation, Chi-square test, and one-way Analysis of Variance (ANOVA). Results: In present study, the most common fingerprint pattern in the right hand was an arch (30.9%), followed by a whorl (24.5%). In the left hand, the most common fingerprint pattern was a whorl (40.6%), followed by an ulnar loop (20.1%), with no gender difference observed. Thumb, index finger, middle finger, ring finger, and little finger exhibited different fingerprint patterns between the right and left hand, indicating asymmetry. This asymmetry was associated with lower academic performance. Higher academic performers in the NEET had a higher frequency of whorls and composites. TFRC showed no association with academic performance. Students with an ‘atd’ angle between 41 and 50° demonstrated higher academic performance. Conclusion: The present study found that asymmetry of fingerprint patterns and a higher ‘atd’ angle (≥51°) were correlated with lower academic performance among medical students. These findings suggest potential directions for early academic intervention, provided multicentric studies are conducted in the future.

Perfectionism, anxiety and achievement academic in medical students

Objective: to analyze the relationship between perfectionism, anxiety and academic performance in medical students. Methodology: non-experimental research with a quantitative and correlational approach. The sample was non-probabilistic of the intentional type and included 363 medical students from universities in Mexico; 29.2% men and 70.8% women, with an age of 20.87 years. Two instruments were applied: the Multifactorial Perfectionism Scale and the Trait and State Anxiety Inventory. To obtain information on the academic performance of the students, they were asked their cumulative general average up to now. Data collection was carried out using a Google form and the collected data was analyzed in the SPSS version 23.0 program. Contribution: A significant difference was found in general anxiety, women presented higher levels of anxiety. compared to men (2.62 vs 2.37 p=0.00). Likewise, a significant negative relationship was found between state anxiety and trait anxiety and academic performance (-.191 -.199 p˂0.01) and a significant negative relationship between maladaptive perfectionism and academic performance (- .182 p ˂0.01).

Impact of Gastroesophageal Reflux Disease (GERD) Symptoms on the Lifestyle and Academic Performance of Medical Students at King Faisal University.

Background A number of symptoms and complications are associated with gastroesophageal reflux disease (GERD), which originates when stomach contents are refluxed into the esophagus. GERD has been associated with quality of life (QoL) issues as well as health-related problems. However, the evidence of this correlation among medical students is still unproven. This study aims to assess GERD severity and symptoms among medical students and investigate the effects of GERD on academic performance and quality of life among Saudi Arabian medical students. Methods This is a cross-sectional study design based on questionnaires distributed among medical students at King Faisal University, Saudi Arabia: Reflux-Qual Short form (RQS) and Frequency Scale for the Symptoms of GERD (FSSG). Demographic data include gender, academic year, and Grade Point Average (GPA). The participants included 382 studentsrandomly selected as the sample size, with a precision of 5% and a 95% confidence interval (CI). Results Data were collected from 382 medical students of King Faisal University. A total of 382 participants (215 (56.3%) females and 167 (43.7%) males) were evaluated. Among 382 students,325 (85.1%) were negative for GERD, while 57 (14.9%) had symptoms of GERD. In this study, the most frequent symptoms were feeling full while eating meals (8.9%), feeling of heaviness after meals (6.5%), bloating of the stomach (3.7%), and burping (3.7%). The most affected life domains were life satisfaction (18.1%), enjoyment of food (8.4%), avoidance of large meals (6.3%), and worrying about digestive problems (5.8%). This study shows a significant relationship between GERD and GPA (P < 0.005) and a significant negative relationship between GERD and QoL (P < 0.001). Conclusions GERD significantly affects the quality of life for medical students, primarily those with high GPAs. More research is needed to determine the reason behind this.

The Relation Between Academic Procrastination, Symptoms of Attention Deficit Hyperactivity Disorder, and Academic Performance in Medical Students

The Relation Between Academic Procrastination, Symptoms of Attention Deficit Hyperactivity Disorder, and Academic Performance in Medical Students

UNA VISIÓN PANORÁMICA DEL ESTILO DE VIDA Y RENDIMIENTO ACADÉMICO EN ESTUDIANTES DE MEDICINA: UNA REVISIÓN ACTUALIZADA

Introduction: Lifestyles encompass the decisions a person makes, simultaneously impacting their quality of life. Especially for those pursuing health-related careers, it can be a particularly demanding and challenging period. They frequently encounter stressful situations that significantly affect their well-being and lifestyle choices. Objective: To determine if there is an association between lifestyle and academic performance in medical students. Methods: The review was conducted through evidence-based literature search for articles published from 2013 to 2023, using search platforms such as Scopus, PubMed, Scielo, BVS, ScienceDirect, and Google Scholar. Results: Out of the 33 articles reviewed, 9 were excluded for not being related to our research variables in the field of health sciences or for not involving a university population. Additionally, 2 articles were removed as they were published before 2013, leaving only 30 articles for this literature review. Among the 30 selected articles, 14 presented research results, while 16 were considered for theoretical and conceptual aspects related to the study's purpose. Conclusion: University students with healthy lifestyles tend to have better academic performance, and it has been observed that mental health plays a significant role. However, the lack of consensus in the findings suggests the need for further research to better understand this complex relationship.

The Mediatory Role of Stress in the Structural Relationship of Mindfulness and Self-construal with the Academic Performance of Medical Students

Background: The identification of the factors influencing the academic progress and performance of students can be a suitable basis for planning and developing educational programs to achieve the best possible results in line with educational development. Objectives: The present study aimed to investigate the mediating role of stress in the relationship of mindfulness and self-construal with the academic performance of medical sciences students. Methods: This was a descriptive correlational study in which the convenience sampling method was used to select 301 medical students from Jondishapur University of Ahvaz, Iran, in 2022. The participants completed the mindfulness, self-construal, and stress questionnaires. In addition, academic performance was measured based on the grade point average (GPA) in the previous semester. Structural equation modeling (SEM) and bootstrapping were also employed to examine the fit of the proposed model and indirect relationships between the variables, respectively. Results: The mean of academic performance, mindfulness, self-construal, and stress were obtained as 16.57, 57.6, 140.53, and 29.72, respectively. The results showed a significant relationship between all research variables (P &lt; 0.05) except for the relationship between mindfulness and academic performance. The results also indicated that stress was a mediator in the indirect relationship of mindfulness and self-construal with academic performance (P &lt; 0.001). The fit indices of the Tucker–Lewis index (TLI), comparative fit index (CFI), relative fit index (RFI), normed fit index (NFI), and Root Mean Square Error of Approximation (RMSEA) in the final model were 0.94, 0.96, 0.92, 0.94, and 0.077, respectively. Conclusions: The results confirmed the proposed model’s goodness of fit. Therefore, this model can be used for identifying the factors affecting the academic performance of medical students and developing programs to prevent academic failure and stress among these students.

The influence of collaborative learning and self-organisation on medical students’ academic performance in anatomy

BackgroundIn 2021, university teaching at the Faculty of Medicine Tuebingen was transferred to a digital setting. Due to the discontinuation of face-to-face teaching, students lacked the temporal and spatial framework of the curriculum and the possibility to socialise with fellow students was extremely limited. Increased demands were placed on the students' self-organisation, and the possibility of collaborative learning was drastically limited. The present study investigated the extent to which these study conditions affected the academic performance of medical students in the oral exam after the 60-hour introductory anatomy lecture. Specifically, collaborative, and organisational learning strategies were considered. MethodsLearning strategies of 146 students were assessed by means of a questionnaire. The anatomy exam was used to assess the academic performance. In addition, students were asked to rate their own oral exam performance. ResultsStudents used strategies of collaborative learning (M = 3.30, SD = 0.88) and self-organisation (M = 3.28, SD = 0.72) about equally as often. A significant correlation was found between the use of collaborative learning strategies and the ability for realistic self-assessment (ρ = −0.22, P =.02). Collaborative behaviour could be divided into Initiative Collaborative Learning and Subordinate Collaborative Learning. Only the former had an influence on the ability for realistic self-assessment. Neither organisational learning strategies nor collaborative learning strategies had an influence on academic performance. Discussion and conclusionInitiative collaborative learners showed a higher degree of realistic self-assessment. This could be explained through a more distinct social referencing, as fellow students’ knowledge levels can be related early on to their own academic performance. There was no correlation between the learning strategies used and the exam result.

Effect of Time-Management on the Academic Performance of Medical Students, Benha University: A Cross-Sectional Study

Effect of Time-Management on the Academic Performance of Medical Students, Benha University: A Cross-Sectional Study

The Effect of Sleep Quality and Mental Health on Academic Performance Among the Medical Students of King Abdulaziz University.

Sleep quality has an important role in brain functioning and development. Affected sleep quality and mental health can negatively affect the academic performance of college students. To assess the effect of sleep quality and mental health on the academic performance of medical students at King Abdulaziz University, Jeddah, Saudi Arabia. We conducted a cross-sectional study among medical students at King Abdulaziz University. The dependent variable was the current grade point average (GPA). For the independent variables, two validated tools were used in the study: the Pittsburgh Sleep Quality Index (PSQI) for sleep assessment; and theDepression, Anxiety and Stress Scale (DASS-21) for mental health assessment. A total of 382 responses were analyzed. The majority of students (86.6%) had GPAs greater than 3.75/5, while only 1% of the sample had a GPA lower than 2.75/5. The PSQI showed a median and interquartile range of (9, 6-11). Normal DASS-21 represented the majority as follows: depression at 67%, anxiety at 63.1%, and stress at 82.2%. In the statistical analyses, sleep quality, depression, anxiety, and stress were not statistically significant with the student's GPA. Low levels of sleep quality were found among medical students in our study. While sleep quality and mental health status did not show an effect on the GPA of the medical students, lower sleep quality was significantly correlated with increased scores of depression, anxiety, and stress. Our findings mandate interventions directed at improving sleep quality among medical students.