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Screen Time Patterns and Their Impact on Academic Performance: A Prospective Study Among Phase 1 MBBS Students
Hannah Lukram1, Reeta Baishya1, Sankalpa Chakma1
1Physiology, Gauhati Medical College and Hospital, Guwahati, IND.
Cureus
|February 16, 2026
Summary
Screen time
Area of Science:
- Medical Education
- Digital Health
- Academic Performance
Background:
- Increasing digital device use among medical students raises concerns.
- Balancing academic and recreational screen time is crucial for Phase 1 MBBS students.
- Excessive recreational screen use may negatively impact academic performance.
Purpose of the Study:
- To investigate the relationship between academic and non-academic screen time and academic performance in Phase 1 MBBS students.
- To determine if preferred study modes influence academic outcomes.
- To analyze the impact of specific applications on learning.
Main Methods:
- Prospective observational study of 102 Phase 1 MBBS students over four weeks.
- Manual collection of device screen time, categorized into academic and non-academic use.
- Academic performance measured by first-trimester marks; supplemented by study mode and application usage data.
Main Results:
- Mean daily screen time was 5.9 hours (2.9 academic, 3.0 non-academic).
- Academic screen time positively correlated with marks (ρ = 0.541), non-academic negatively (ρ = -0.575).
- Digital book users scored highest; physical book users scored lowest (p = 0.037).
Conclusions:
- The purpose, not duration, of screen time significantly impacts medical student learning.
- Focused academic screen use is linked to better exam performance.
- Limiting recreational screen time and promoting academic use can enhance learning outcomes.
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