Knowledge, Practice, and Socio-Behavioral Determinants of Physical Activity Among Tunisian Medical Students: A...

Physical inactivity has become a critical public health issue worldwide, contributing to numerous chronic diseases. As future healthcare providers, medical students' understanding and practice of physical activity are essential both for their personal health and their professional capacity to guide patients.This study examined physical activity knowledge, engagement levels, and determining factors among medical students at a Tunisian university.

A cross-sectional analysis was conducted among 155 medical students (mean age 24.5 ± 2.8 years, 58.7% female). Participants completed a 25-item online questionnaire that collected sociodemographic data (age, gender, academic year, BMI) and assessed physical activity knowledge, behaviors, and barriers using the validated Ricci-Gagnon scale. The questionnaire evaluated both personal physical activity practices and understanding of activity guidelines for health promotion.

Among 155 participants (91 female, 64 male), 62.6% (n = 97) correctly distinguished physical activity from sport. Most students (85.8%, n = 133) recognized that there is no age limit for participating in physical activity. While 86.5% (n = 134) were aware of physical activity guidelines, only 3.2% knew methods to assess their activity levels. The Ricci-Gagnon scale classified 68.4% (n = 102) as physically active, though only 49% reported regular sports participation. The primary barriers included a lack of time (89.9%, n = 71) and motivation (22.8%, n = 18). Logistic regression identified independent predictors of higher activity levels: female gender (OR, 2.4), obesity status (OR, 2.6), being in the first or second cycle of medical study (OR, 2.6), and good physical activity knowledge (OR, 2.2).

These findings highlight essential gaps in medical students' physical activity knowledge despite adequate activity levels. The association between knowledge and activity suggests education could benefit both student health and clinical skills. Reported barriers, such as time constraints, call for structural changes in medical training. Curriculum reforms should prioritize prescribing, training, and assessing practical activities. Addressing these needs will better prepare future physicians to promote physical activity in patient care.