Perceived Barriers to Academic Performance Among Generation Z Undergraduate Medical Students: A Cross-Sectional Study
Siri Chandana Putta1, Anil R1, Rakesh Kumar Reddy2
1Preventive Medicine, People's Education Society Institute of Medical Sciences and Research, Kuppam, IND.
Background:
Generation Z is the generation of people born between 1997 and 2012. It is defined as the first generation to be born into a world with the internet, smart devices, and apps. Although digital exposure and altering learning behaviors may impact academic performance, evidence from medical students remains limited. This study seeks to identify the barriers to academic success in Generation Z medical students.
Objectives:
To assess perceived barriers to academic performance among Generation Z undergraduate medical students.
Materials And Methods:
A cross-sectional questionnaire-based study was conducted in a private rural medical college in Andhra Pradesh, among second- and third-year undergraduate MBBS students, in August to September 2024. By the systematic random sampling method, 163 students were selected for the study. A pre-tested structured questionnaire was prepared in Google Forms (Google LLC, Mountain View, CA, USA). Participating students were met in the classroom, and the purpose of the study was explained to them. Then the Google Forms link was sent to each participant through WhatsApp (Meta Platforms, Inc., Menlo Park, CA, USA). Each participant filled out the Google Forms questionnaire and submitted the responses.
Results:
A total of 163 students participated in this study with a mean age of 20.9 ± 1.43 years. About 37.4% were males and 62.6% were females. A majority, 80 (49.1%), were admitted through the government quota. The study revealed that students most frequently reported curriculum-related factors (87.7%) as perceived barriers to academic performance, followed by psychological factors (57.7%), self-related tendencies (48.5%), and external factors (36.2%). Nine students (5.5%) expressed regret at joining the MBBS program.
Conclusion:
The findings suggest the need for a holistic, student-centred framework that addresses both academic and non-academic factors perceived to affect academic performance among the undergraduate medical students.
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