The relationship between hours in bed to examination scores of first year osteopathic medical students

Zaid Mateen, Younis Sutari and Sultan Akbar *

A.T. Still University - School of Osteopathic Medicine in Arizona (ATSU-SOMA)\
 
Research Article
International Journal of Science and Research Archive, 2024, 13(02), 255–257.
Article DOI: 10.30574/ijsra.2024.13.2.2123
Publication history: 
Received on 24 September 2024; revised on 01 November 2024; accepted on 04 November 2024
 
Abstract: 
Medical students frequently encounter high levels of stress and pressure, which can negatively affect their mental health and sleep quality, a key determinant of cognitive function and academic success. This study assesses the relationship between hours spent in bed to academic performance among medical students. An observational, cross-sectional survey took place at A.T. Still University - School of Osteopathic Medicine in Arizona (ATSU-SOMA), involving participants from the 2027 cohort. The Pittsburgh Sleep Quality Index (PSQI) questionnaire was used and exam scores from the second exam of the fourth block were analyzed. For the purpose of our inquiry, the “Hours in Bed” component score of the PSQI was used for our analysis.
The results indicated a significant relationship between sleep effectiveness and exam performance (R² = 0.071, p =4.6×10-48), demonstrating that increased hours in bed was associated with higher exam performance.
This research does not address the many other factors that likely play an important role in a student’s academic success. Future studies should investigate the long-term effects of sleep deprivation and explore interventions beyond sleep hygiene, including stress and time management strategies. Understanding the broader impact of sleep on medical education is essential for fostering better outcomes for students in both academic and clinical settings.
 
Keywords: 
Academic performance; Medical education; Memory consolidation; Sleep timing; Sleep quality
 
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