The DOI matches its Crossref record; 80 of the 82 references it cites were found in a registry or an index; 4 of the 8 sources its claims cite were checked for support.
Sleep disruption in medicine students and its relationship with impaired academic performance: A systematic review and meta-analysis.
Open accessAbstract
Sleep disruption severely impairs learning ability, affecting academic performance in students. This systematic review and meta-analysis aimed at assessing the prevalence of sleep disruption in medical students and its relationship with academic performance. PubMed, Web of Sciences, EBSCO and SciELO databases searches allowed to retrieve 41 papers with data about the prevalence of sleep deprivation, 20 of which also contained data on its association with academic performance. Poor sleep quality was reported by 5646 out of 14,170 students in 29 studies (39.8%, 95% confidence interval = 39.0-40.6%), insufficient sleep duration by 3762/12,906 students in 28 studies (29.1%, 23.3-29.9%) and excessive diurnal sleepiness by 1324/3688 students in 13 studies (35.9%, 34.3-37.4). Academic grades correlated significantly with sleep quality scores (r, 95% CI = 0.15, 0.05-0.26, random-effects model; p = 0.002, n = 10,420 subjects, k = 15 studies) and diurnal sleepiness (r = -0.12, -0.19/-0.06 under the fixed effects model, p < 0.001, n = 1539, k = 6), but not with sleep duration (r = 0.03, -0.12/0.17 under the random-effects model, p = 0.132, n = 2469, k = 9). These findings advocate for an urgent intervention aiming at improving sleep quality among medical students as a way of increasing academic achievements and, ultimately, the quality of health care.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This systematic review and meta-analysis of medical students found that poor sleep quality, short sleep duration, and daytime sleepiness were common, and that worse sleep quality and greater sleepiness—but not shorter sleep—were associated with lower academic performance. The authors recommend routine sleep assessment and sleep-hygiene education for medical students.
Key findings
- Pooled prevalence estimates were 39.8% for poor sleep quality (5,646/14,170; 95% CI 39.0–40.6%; k=28), 29.1% for insufficient sleep duration (3,762/12,906; 95% CI 28.3–29.9%; k=21), and 35.9% for excessive daytime sleepiness (1,324/3,688; 95% CI 34.3–37.4%; k=13).
- Better sleep quality correlated with better academic performance: r=0.15 (95% CI 0.05–0.26; p=0.002; 15 studies; n=10,420), with significant heterogeneity (I²=90.23%).
- Sleep duration was not significantly related to academic performance: r=0.03 (95% CI −0.12–0.17; p=0.67; 9 studies; n=2,469).
- Greater daytime sleepiness was associated with worse academic performance: r=−0.12 (95% CI −0.19 to −0.06; p<0.001; 6 studies; n=1,539). Subgroup analyses found stronger sleep-quality correlations in the Middle East and Asia/Oceania, in studies from 2012 or later, and where women made up more than half the sample; sleep-duration correlations were stronger in studies with fewer than 150 students.
Methods
- Systematic review and meta-analysis following PRISMA, registered as PROSPERO CRD42019127734; searches covered PubMed, Web of Sciences, EBSCO, and SciELO from 1980 to 2018, plus reference-list checks, in English, Spanish, French, or Portuguese.
- Inclusion required medical students or mixed medical/related-career samples, at least one subjective or objective sleep measure covering more than one night, and academic performance data; 2,332 records were initially retrieved plus 21 from secondary searches, yielding 41 studies for prevalence and 20 for performance associations.
- All included studies were cross-sectional. Effect sizes were Pearson correlations between sleep measures and academic performance, transformed to Fisher’s z, pooled with fixed- or random-effects models using Meta-Essentials; heterogeneity was assessed with Q and I², and publication bias with funnel plots and Egger regression.
Limitations
- Stated by the authors: female medical students may have been overrepresented; heterogeneity was significant for sleep quality and sleep duration relationships; no study used objective sleep measures; performance and sleep assessments were not standardized; demographic and comorbidity data were insufficient for moderator analyses; organic sleep disorders were not assessed; and a stronger sleep-duration correlation in small studies suggested possible publication bias.
- Evident from the text: because every included study was cross-sectional, the analyses cannot establish whether sleep disruption causes worse academic performance or vice versa.
- Evident from the text: reliance on self-reported sleep measures and varied definitions of academic performance limits comparability across studies and may contribute to the high heterogeneity observed.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
64 Own result · 9 Own method · 2 Own interpretation · 1 Supported · 1 Supported so far · 1 Partly supported · 1 No full text of the sources · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“The prevalence herein observed is higher than in the general population, which was 16.6% in Asia and Africa prevalence, 62 20% in Canada and the US, 63,64 22.7% in Latin America, 65 23% in Japan, and 31% in Western Europe.66”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Discussion
What the sources say
- Partly supportedcites [62] Stranges, 2012, Sleep problems: an emerging global epidemic? Findings from the INDEPTH WHO-SAGE study among more than 40,000 older adults from 8 countries across Africa and Asia, Sleep sourceExperimental — accuracy not yet measured
The Results report that 16.6% of participants had nocturnal sleep problems. However, the study sampled adults aged 50–106 at eight sites in Africa and Asia, not the general population across those continents. It does not compare that prevalence with medical students. (LLM, conf=0.87)
- Not checked — no full text of the sourcecites [63] Hossain, 2002, The prevalence, cost implications, and management of sleep disorders: an overview, Sleep Breath source
- Not checked — no full text of the sourcecites [64] Sutton, 2001, Insomnia and health problems in Canadians, Sleep source
- Partly supportedcites [65] Blanco, 2003, Attitudes towards treatment among patients suffering from sleep disorders. A Latin American survey, BMC Fam Pract sourceExperimental — accuracy not yet measured
The Background (page unavailable) reports that sleep disturbances affect 25–45% of outpatients visiting primary care centers, but does not give the cited 22.7% prevalence for the Latin American general population. The Methods (page unavailable) say the survey selected fixed numbers of sufferers and non-sufferers, so its sample cannot establish that prevalence. The comparison with medical students is the citing authors’ framing, not a finding attributed to this source. (LLM, conf=0.84)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Forty-one studies met all criteria and were selected for calculating the prevalence of sleep disruption , while 20 could also be used for the study of its association with academic performance 22, 23, 25-27, 30, 32-35, 38, 43, 44, 51, 53, 56-60 .”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As can be observed in Table 3, mean ± SD of the PSQI total scores was 5.1±2.7 points (k= 13 studies)”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“while the prevalence of excessive daytime sleepiness was 1,324/3,688 students= 35.9%, 95%CI= 34.3 to 37.4 (k=13).”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the prevalence of insufficient sleep duration was 3762 students / 12,906= 29.1%, 95%CI=28.3to 29.9% (k=21).”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“All studies had a cross-sectional design.”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“poor sleep quality was reported by 5,646 students out of 14,170 (39.8%, 95% confidence interval [95% CI] = 39.0 to 40.6%; k=28).”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Forty-one studies met all criteria and were selected for calculating the prevalence of sleep disruption , while 20 could also be used for the study of its association with academic performance 22, 23, 25-27, 30, 32-35, 38, 43, 44, 51, 53, 56-60 .”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Medicine + Others | 0.13 (0.06;0.20) | 0.69 | - | -”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Legend to figures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“<50% | 0.21 (0.01;0.40) | 0.03 | 0.00 (-0.24;0.25) | 0.62”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Legend to figures
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 9
- It may state two separate claims as one. 4
Every source the paper cites for this claim was checked and supports it.
In the paper
“This systematic review and meta-analysis followed the PRISMA guidelines.17”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > PICOS criteria
What the sources say
- Supportedcites [17] Moher, 2009, Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement, J Clin Epidemiol source
The PRISMA Statement (section 4) defines the 27-item checklist and four-phase flow diagram intended to guide reporting of systematic reviews and meta-analyses. This citation identifies the guidelines the citing authors say they followed; it does not independently verify their compliance. (LLM, conf=0.92)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“It has been observed that medical students are more affected than students of other careers.15,16”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Introduction
What the sources say
- Not checked — no full text of the sourcecites [15] Li, 2018, Prevalence of sleep disturbances in Chinese university students: a comprehensive meta-analysis, J Sleep Res source
- Supportedcites [16] Azad, 2015, Sleep disturbances among medical students: a global perspective, J Clin Sleep Med source
The Conclusion states that sleep disturbances are more prevalent among medical students than non-medical students. The section comparing student groups also reports poorer sleep among medical students than among law and economics students. (LLM, conf=0.94)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A sensitivity analysis was conducted for each correlational analysis, by sequentially excluding each study from the dataset and recalculating the overall combined correlation coefficient.Results remained unchanged, which indicates that no individual study significantly influenced the overall results.”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Poor sleep quality and excessive diurnal somnolence, but not insufficient sleep duration, were significantly associated with worse academic performance.”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Practice Points
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, Eggert regression models were not significant, indicating no correlation between correlation coefficients and their standard errors (sleep quality: t= 0.08, p= 0.94; sleep duration: t= 1.89, p= 0.10; daytime sleepiness: t=0.53, p=0.63).”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“PROSPERO registration number is CRD42019127734.”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > PROSPERO registration number is CRD42019127734.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Funnel plots and Egger regression were used to evaluate publication bias.”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Statistical analysis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In all cases, agreement was close to 100% and discrepancies were solved by a third reviewer.”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Selection of studies
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Data extraction from articles selected in the second stage was performed by two independent coders randomly selected from a list (LM, FO, JO, ES, MIC, SPLL).”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Data extraction
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Two independent reviewers randomly selected from a list (HS, LM, FO, JO, ES, MIC, SPLL) screened the titles and abstracts and selected those that contained references to sleep characteristics in medical students, and were written in English, Spanish, French, or Portuguese.”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Selection of studies
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Notwithstanding, the findings of a significantly stronger correlation coefficient between sleep duration and academic performance in studies with sample sizes <150 students could be suggesting publication bias.”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“All studies were cross-sectional.”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Legend to figures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“While researchers have long suspected that sleep may play a key role in academic success, prior work has relied on cross-sectional, retrospective self-report assessments of TST to assess the relationship between TST and GPA in college student samples (11, 12, 21).”
From Nightly sleep duration predicts grade point average in the first year of college (2023) · cites this paper as [21]
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Legend to figures
“| Medeiros 2013 43 | Brazil | GPA | - | PSQI | >5 | PSQI | <6hs | - | - |”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > References
“43. Medeiros ALD, Mendes DBF, Lima PF, Araujo JF. The Relationships between Sleep-Wake Cycle and Academic Performance in Medical Students. Biol Rhythm Res 2003;32:263-70.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Results
“while 20 could also be used for the study of its association with academic performance 22, 23, 25-27, 30, 32-35, 38, 43, 44, 51, 53, 56-60”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Legend to figures
“| Correa 2017 30 | Brazil | - | - | PSQI | ≥5 | PSQI | <6hs | - | - |”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > Legend to figures
“| Albhlal 2017 24 | India | - | - | - | - | Own questionnaire | <6hs | ESS | Not identified |”
§ Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis > References
“24. Albhlal LA, Alanzi FG, Ghannam KB, Alqahtani A, Alenazi AQ, Alanazi MQ, et al. Sleep Disturbance Patterns among Medical Students, Saudi Arabia. Arch Med 2017;9:5-9.”
Citations
Cites
Measuring inconsistency in meta-analyses
Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003) · BMJ · doi:10.1136/bmj.327.7414.557 · Cited by 63,139
Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement.
(2009) · PubMed Central · Cited by 44,859
Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009) · Journal of Clinical Epidemiology · doi:10.1016/j.jclinepi.2009.06.005 · Cited by 19,575
(2000) · Cited by 9,198
The molecular biology of memory storage: a dialogue between genes and synapses
Kandel, E. R. (2001) · Science · doi:10.1126/science.1067020 · Cited by 3,917
Epidemiologic study of sleep disturbances and psychiatric disorders. An opportunity for prevention?
Ford, D. E. (1989) · JAMA · doi:10.1001/jama.262.11.1479 · Cited by 2,440
Epidemiologic Study of Sleep Disturbances and Psychiatric Disorders: An Opportunity for Prevention?
Ford, D. E. (1989) · JAMA · doi:10.1001/jama.1989.03430110069030 · Cited by 2,252
Neurocognitive consequences of sleep deprivation
Goel, N., Rao, H., Durmer, J., & Dinges, D. (2009) · Seminars in Neurology · doi:10.1055/s-0029-1237117 · Cited by 2,154
Watson, N. F., Badr, M. S., Belenky, G. L., Bliwise, D. L., Buxton, O. M., Buysse, D. J., Dinges, D. F., Gangwisch, J. E., Grandner, M. A., Kushida, C. A., et al. (2015) · SLEEP · doi:10.5665/sleep.4716 · Cited by 1,587
Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bögels, S. M. (2010) · Sleep Medicine Reviews · doi:10.1016/j.smrv.2009.10.004 · Cited by 1,526
Research works printed but not linked: 3
- Escobar-Córdoba, 2011, Somnolencia durna excesiva en estudiantes de noveno semestre de medicina de la Universidad Nacional de Colombia, Rev Fac Med, 59, 191
- Pérez-Olmos, 2006, Ritmos circadianos de sueño y rendimiento académico en estudiantes de medicina, Rev Cien Salud, 4, 147
- Priya, 2017, Study of the factors associated with poor sleep among medical students, IJBAMR, 6, 422
Cited by
Sorted by citations
Bin-Jabr, M. A., Alalawi, I. S., Alzahrani, R. A., Albalawi, O. S., Hamzah, R. H., Ibrahim, Y. S., Buali, F., Husni, M., BaHammam, A. S., Vitiello, M. V., et al. (2023) · Current Sleep Medicine Reports · doi:10.1007/s40675-023-00258-5 · Cited by 127
“Sleep disruption is described as a pandemic in the population of medical students compared to the general population [24], with Extended author information available on the last page of the article”
Leow, M. Q. H., Chiang, J., Chua, T. J. X., Wang, S., & Tan, N. C. (2023) · PLoS ONE · doi:10.1371/journal.pone.0290724 · Cited by 97
Jahrami, H., AlKaabi, J., Trabelsi, K., Pandi-Perumal, S. R., Saif, Z., Seeman, M. V., & Vitiello, M. V. (2023) · Journal of Psychosomatic Research · doi:10.1016/j.jpsychores.2023.111479 · Cited by 72
Mehta, K. J. (2022) · Humanities and Social Sciences Communications · doi:10.1057/s41599-021-01031-1 · Cited by 72
Time to Sleep?—A Review of the Impact of the COVID-19 Pandemic on Sleep and Mental Health
Neculicioiu, V. S., Colosi, I. A., Costache, C. A., Sevastre-Berghian, A., & Clichici, S. V. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19063497 · Cited by 68
“Multiple countries Medical students 2001–2018 29 <6–8 h or NS [32]”
BackgroundZhu, Y., Huang, J., & Yang, M. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20010197 · Cited by 60
“Not getting enough sleep has also been confirmed by numerous studies to be associated with many other health problems, including lower life satisfaction [71], high levels of anxiety and depression [72], poor academic performance and daytime sleepiness [73].”
BackgroundNakie, G., Takelle, G. M., Rtbey, G., Andualem, F., Tinsae, T., Kassa, M. A., Tadesse, G., Fentahun, S., Wassie, Y. A., Segon, T., et al. (2024) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2024.1370757 · Cited by 55
“For instance, in a global systematic review and meta-analysis study conducted on sleep disruption in medicine students and its relationship with impaired academic performance, 39.8% of them reported having poor sleep quality (93).”
BackgroundInfluentialNightly sleep duration predicts grade point average in the first year of college
Creswell, J. D., Tumminia, M. J., Price, S., Sefidgar, Y., Cohen, S., Ren, Y., Brown, J., Dey, A. K., Dutcher, J. M., Villalba, D., et al. (2023) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2209123120 · Cited by 53
“While researchers have long suspected that sleep may play a key role in academic success, prior work has relied on cross-sectional, retrospective self-report assessments of TST to assess the relationship between TST and GPA in college student samples (11, 12, 21).”
Wüst, L. N., Capdevila, N. C., Lane, L. T., Reichert, C., & Lasauskaite, R. (2024) · Sleep Medicine Reviews · doi:10.1016/j.smrv.2024.101940 · Cited by 57
Halat, D. H., Hallit, S. R., Younes, S., Alfikany, M., Khaled, S., Krayem, M., Khatib, S. E., & Rahal, M. K. (2023) · BMC Public Health · doi:10.1186/s12889-023-16184-8 · Cited by 53
“In a systematic review and meta-analysis of sleep disruption in medical students, sleep rhythm and impairment were found to severely affect learning ability and grades, [41].”
BackgroundHamvai, C., Kiss, H., Vörös, H., Fitzpatrick, K. M., Vargha, A., & Piko, B. F. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04522-8 · Cited by 56
Bousgheïri, F., Allouch, A., Sammoud, K., Navarro-Martínez, R., Valle, V. I.-D., Senhaji, M., Cauli, O., Mlili, N. E., & Najdi, A. (2024) · Diseases · doi:10.3390/diseases12050089 · Cited by 39
“In medical students, academic grades correlated significantly with sleep quality scores [14].”
BackgroundSleep Quality and Sleep Hygiene Behaviours Among University Students in Qatar
Ali, R. M., Zolezzi, M., Awaisu, A., & Eltorki, Y. H. (2023) · International Journal of General Medicine · doi:10.2147/ijgm.s402399 · Cited by 34
“Studies have also demonstrated that poor sleep quality is associated with worse academic performance among college students.(24,33) There is limited information on the sleep quality and sleep hygiene patterns among higher education students in Qatar, although studies in other populations have been conducted.”
BackgroundFalloon, K., Bhoopatkar, H., Moir, F., Nakatsuji, M., & Wearn, A. M. (2022) · SLEEP Advances · doi:10.1093/sleepadvances/zpac019 · Cited by 27
“A recent systematic review and meta-analysis of the impact of sleep disruption on academic performance in medical students showed significant associations between both poorer sleep quality and higher daytime sleepiness scores with poorer academic performance [14].”
BackgroundMethodIzquierdo‐Condoy, J. S., Paz, C., Nati-Castillo, H. A., Gollini-Mihalopoulos, R., Aveiro-Róbalo, T. R., Paucar, J. R. V., Mamami, S. E. L., Caicedo, J. F., Loaiza-Guevara, V., Mejía, D. C., et al. (2024) · Journal of Medical Internet Research · doi:10.2196/60630 · Cited by 28
“These include compulsive information seeking, excessive use of online games and shopping platforms, and problematic online interactions such as cybersexuality and cybercontacts [14].”
Chaabane, S., Chaabna, K., Khawaja, S., Aboughanem, J., Mittal, D., Mamtani, R., & Cheema, S. (2024) · Scientific Reports · doi:10.1038/s41598-024-53818-2 · Cited by 29
Cross-cultural adaptation and validation of the Chinese version of the Sleep Health Index
Mu, Y., Wang, Y., Yuan, J., Knutson, K. L., Zhu, D., Izci‐Balserak, B., Wu, Y., & Zhu, B. (2022) · Sleep Health · doi:10.1016/j.sleh.2022.09.005 · Cited by 23
Mota Albuquerque, P., Ribeiro Franco, C. M., & Sampaio Rocha-Filho, P. A. (2023) · Acta Neurologica Belgica · doi:10.1007/s13760-023-02250-w · Cited by 23
“Changes in sustained attention, working memory, and executive function have mainly been reported [7, 21].”
BackgroundAhlstrand, I., Larsson, I., Larsson, M., Ekman, A., Hedén, L., Laakso, K., Lindmark, U., Nunstedt, H., Oxelmark, L., Pennbrant, S., et al. (2022) · BMC Public Health · doi:10.1186/s12889-022-13690-z · Cited by 23
Sirtoli, R., Balboa‐Castillo, T., Fernández‐Rodríguez, R., Rodrigues, R., Morales, G. I., Garrido‐Miguel, M., Valencia-Marín, Y., Guidoni, C. M., & Mesas, A. E. (2022) · International Journal of Mental Health and Addiction · doi:10.1007/s11469-022-00763-8 · Cited by 23
“Both alcohol consumption and sleep disorders can affect not only their quality of life and general health but also their academic performance (Lund et al., 2010; Saether et al., 2019; Seoane et al., 2020; Tembo et al., 2017).”
BackgroundLi, M., Han, Q., Pan, Z., Wang, K., Xie, J., Zheng, B., & Lv, J. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192215337 · Cited by 24
“Given the current situation of prevalent sleep problems among medical students, a systematic review in 2020 advocated for an urgent intervention aiming at improving sleep quality of medical students [11].”
BackgroundSleep deprivation-induced shifts in gut microbiota: Implications for neurological disorders
Wankhede, N. L., Kale, M. B., Kyada, A., Rekha, M. M., Chaudhary, K., Naidu, K. S., Rahangdale, S. R., Shende, P. V., Taksande, B. G., Khalid, M., et al. (2024) · Neuroscience · doi:10.1016/j.neuroscience.2024.11.070 · Cited by 21
Sleep quality of medical students and relationships with academic performances
Christodoulou, N., Maruani, J., d’Ortho, M., Lejoyeux, M., & Geoffroy, P. A. (2021) · L Encéphale · doi:10.1016/j.encep.2021.09.006 · Cited by 18
Lu, L., Dong, M., Jian, S., Gao, J., Ye, L., Chen, H., Zhang, T., Liu, Y., Shen, H., Gai, X., et al. (2021) · Journal of Affective Disorders · doi:10.1016/j.jad.2021.04.025 · Cited by 19
“Nevertheless, one meta-analysis indicated a non-significant correlation coefficient between impaired academic performance and the length of sleep duration in medicine students (Seoane et al., 2020).”
BackgroundDigital technology and its impacts on the sleep quality and academic performance during the pandemic
Cabral, L. G. L., Queiroz, T. N., Fachin, L. P., et al. (2022) · Arquivos de Neuro-Psiquiatria · doi:10.1055/s-0042-1755395 · Cited by 16
“9 Thus, the rate of 92,8% of drowsiness during school hours and of 40% to 65% ofdecreased sleep qualityobserved in the present study do represent high prevalence rates.”
Gupta, S. K., Prithviraj, M., Gangwar, A., & Rath, R. S. (2023) · Cureus · doi:10.7759/cureus.50413 · Cited by 20
“Moreover, poor GPA scores reflecting poor academic performances, found in poor sleepers and those with daytime dysfunction, concord with previous reports among medical students [12,14,15].”
BackgroundResultYang, Y., Gong, S., Yao, L., Qiu, Y., Wang, J., & Xu, X. (2024) · Current Psychology · doi:10.1007/s12144-024-06260-6 · Cited by 15
Ibrahim, F. M., Salmi, R. N., Saif, M. A., & Mohammed, A. (2024) · SAGE Open Nursing · doi:10.1177/23779608241274229 · Cited by 15
“A review by Seoane et al. (2020) indicates that sleep disruption is a pandemic in the population of medical and nursing students.”
BackgroundWhatnall, M. C., Ashton, L., Patterson, A. J., Smith, J. J., Duncan, M. J., Burrows, T. L., KAY‐LAMBKIN, F. J., & Hutchesson, M. (2022) · Journal of American College Health · doi:10.1080/07448481.2022.2063024 · Cited by 19
Jafari, M. J., Mostafazadeh, P., Mojebi, M. R., Nemati‐Vakilabad, R., & Mirzaei, A. (2024) · BMC Nursing · doi:10.1186/s12912-024-01725-2 · Cited by 14
“Seoane et al. also indicated that short SDU leads to daytime sleepiness among medical students, which is associated with reduced attention and ultimately leads to poor academic performance [47].”
BackgroundKuhn, T., Karsan, S., Heisz, J. J., & Middleton, L. E. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1396579 · Cited by 12
Dagani, J., Buizza, C., Cela, H., Sbravati, G., Rainieri, G., & Ghilardi, A. (2024) · Journal of Clinical Medicine · doi:10.3390/jcm13092626 · Cited by 18
“Moreover, insomnia has been linked to decreased academic performance and unhealthy behaviors [4,17], which are highly prevalent among university students, including problematic internet use and alcohol/cannabis misuse [18–20].”
BackgroundResultIncreased Salivary IL-1 Beta Level Is Associated with Poor Sleep Quality in University Students
Ballestar‐Tarín, M. L., Valle, V. I.-D., Mafla-España, M. A., Cauli, O., & Navarro-Martínez, R. (2023) · Diseases · doi:10.3390/diseases11040136 · Cited by 15
“In addition, it has been shown that the absence of adequate sleep may affect academic performance [8] and has been associated with an increased likelihood of complications such as obesity [9], anxiety, stress, depression, and increased consumption of hypnotics and stimulants [10].”
BackgroundResultInfluentialThe Effects of Sleep Deprivation on College Students
Guadiana, N., & Okashima, T. (2020) · doi:10.33015/dominican.edu/2021.nurs.st.09 · Cited by 12
“Although poor sleep quality and excessive daytime sleepiness were mild, it was highly associated with impaired academic performance (Seoane et al., 2020).”
InfluentialChaabane, S., Chaabna, K., Khawaja, S., Aboughanem, J., Mamtani, R., & Cheema, S. (2025) · Journal of Global Health · doi:10.7189/jogh.15.04099 · Cited by 15
“However, previous data showed that both poor sleep quality [ 43 , 48 , 60 , 90 – 93 ] and EDS [ 48 , 91 , 94 ] were associated with poor academic performance in medical students.”
InfluentialShafiee, A., Fili, J., Ghafari, S., Sattari, M. A., Borna, N., & Pourramzani, A. (2024) · Sleep Medicine X · doi:10.1016/j.sleepx.2024.100107 · Cited by 11
“The constant juggling of theoretical knowledge acquisition, practical skills development, and the emotional toll of dealing with illness and suffering can significantly impact their sleep patterns [5].”
BackgroundMétais, A., Besnard, L., Valero, B., Henry, A., Schott, A., Gilles Rode, A., Haesebaert, J., Fassier, J., & Schlatter, S. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07209-4 · Cited by 10
“Since unhealthy behaviors can cause significant deterioration in their wellbeing, quality of life, health, and performance, it is essential to provide them with support [1, 3–5, 10, 23, 33, 34].”
Arastoo, H. S., Ghalehbandi, M. F., Alavi, K., Kashaninasab, F., & Nojomi, M. (2024) · Sleep Science · doi:10.1055/s-0043-1777776 · Cited by 11
“Seoane et al. 27 published a systematic review in 2020 about “ sleep disruption in medicine students and its relationship with impaired academic performance ” .”
BackgroundLiu, J., Hao, Q., Li, B., Zhang, R., Luo, G., & Sun, D. (2024) · BMC Psychiatry · doi:10.1186/s12888-024-05980-0 · Cited by 11
“This result aligns with previous research [42].”
BackgroundRuet, A., Mayi, E.-F. N., Métais, A., Valero, B., Henry, A., Duclos, A., Lilot, M., Rode, G., & Schlatter, S. (2025) · BMC Medical Education · doi:10.1186/s12909-024-06422-x · Cited by 10
“A recent meta-analysis indicated that academic grades were positively correlated with sleep quality scores and negatively with diurnal sleepiness [6].”
Fernandez, M. D. S., Pontes, A. F. L., Casarin, M., Feijo, J. D. S., Pola, N. M., & Muniz, F. W. M. G. (2022) · Journal of Dental Education · doi:10.1002/jdd.13134 · Cited by 9
Sleep and Learning: A Systematic Review
Pérez, M. L. G., Machado, J. A. L., Lavado, V. L., & Pimiento, D. C. N. (2024) · International Archives of Otorhinolaryngology · doi:10.1055/s-0043-1777294 · Cited by 7
“41 Furthermore,severalscaleshavebeen used to assess sleep deprivation objectively, such as the Pittsburgh quality sleep index (PSQI) and sleepiness with the Epworth sleepiness scale (ESS) also considered evaluating the correlation between sleep quality and academic performance.”
MethodBijlsma, N., Conduit, R., Kennedy, G. A., & Cohen, M. M. (2024) · Frontiers in Public Health · doi:10.3389/fpubh.2024.1481537 · Cited by 10
Roizenblatt, M., Gehlbach, P. L., Marin, V. D. G. B., Roizenblatt, A., Saraiva, V. S., Nakanami, M. H., Noia, L. D. C., Watanabe, S. E. S., Yasaki, E. S., Passos, R. M., et al. (2023) · Ophthalmology Retina · doi:10.1016/j.oret.2023.05.001 · Cited by 7
Yuan, J., Bai, J., Wang, Y., Wu, H., Mu, Y., Zhao, C., & Zhu, B. (2023) · Sleep And Breathing · doi:10.1007/s11325-023-02888-z · Cited by 8
“…or dissatisfaction with sleep quality or quantity (i.e., poor sleep quality and short sleep) [3], are associated with an increased risk of chronic conditions (e.g., obesity and diabetes) and mental diseases (e.g., depression) as well as impaired learning capacity and academic performance [1, 2, 4].”
Nguyen, D., Tuan, D. L., Abdelaziz, E. O., Alsayed, G. M., Hassan, T. A., Le, Q. T., Mera-Lojano, L. D., Nguyen, D. H., Tawfik, G. M., Thao, H. L. P., et al. (2025) · Current Sleep Medicine Reports · doi:10.1007/s40675-025-00323-1 · Cited by 7
“A 2020 MA that combined results from six studies found that DS was significantly positively associated with poor AP in medical school students [76].”
Chen, Z., Xiong, J., Bai, J., Hu, Y., Wu, H. L., Zhou, B., & Wang, Y. (2025) · Psychology Health & Medicine · doi:10.1080/13548506.2025.2481195 · Cited by 7
“%) of medical students reported poor sleep quality (Seoane et al., 2020).”
Zarski, A., Bernstein, K., Baumeister, H., Lehr, D., Wernicke, S., Küchler, A., Kählke, F., Spiegelhalder, K., & Ebert, D. D. (2025) · Journal of Medical Internet Research · doi:10.2196/58024 · Cited by 9
Elshewey, A. M., Ibrahim, A. F., Abdelhamid, A. A., Eid, M. M., Singla, M. K., & Farhan, A. K. (2024) · Journal of Artificial Intelligence in Engineering Practice. · doi:10.21608/jaiep.2024.355008 · Cited by 7
“For instance, educators can apply such data to develop more accommodating and educative teaching techniques that consider student differences supported by the individualized teaching approach [10-12].”
BackgroundSouza, A. K. R., Sandes, R. S., Vasco, R. F. V., & Albuquerque, E. V. D. A. (2024) · Revista da Associação Médica Brasileira · doi:10.1590/1806-9282.20231141 · Cited by 6
Wang, M., Zhao, M., Ma, D., Ji, X., Li, D., & Xu, Z. (2025) · International Journal of Mental Health Promotion · doi:10.32604/ijmhp.2025.067133 · Cited by 8
“Sleep constitutes a fundamental physiological necessity for human functioning, with high-quality sleep significantly enhancing students’ academic performance [64].”
Aanapanasati Meditation and Stress Reduction Among Health Science University Students
Patarathipakorn, O., Pawa, K. K., Sritipsukho, P., Tansuhaj, K., Bhamarapravatana, K., & Suwannarurk, K. (2025) · The Open Public Health Journal · doi:10.2174/0118749445380247250225075656 · Cited by 5
Seura, T., NAGAI, R., YAMAZAKI, S., BANDO, K., & Sogawa, M. (2025) · Journal of Nutritional Science and Vitaminology · doi:10.3177/jnsv.71.339 · Cited by 5
Zakiei, A., Khazaie, H., & Komasi, S. (2025) · Scientific Reports · doi:10.1038/s41598-025-01308-4 · Cited by 5
“This finding aligns with previous studies 42,43 that emphasize the prevalence of sleep problems among students, showing that sleep issues are a significant concern in this population.”
Medical Students' Wellness from the Perspective of Ergonomics and Occupational Mental Health
Gupta, R. M., Gupta, R. K., & Negi, G. (2021) · Indian Journal of Social Psychiatry · doi:10.4103/ijsp.ijsp_47_21 · Cited by 5
A chain mediating model of the impact of physical exercise on sleep quality
Zhang, Z., & Liu, X. (2025) · BMC Public Health · doi:10.1186/s12889-025-22728-x · Cited by 4
“In addition to mobile phone dependence, a significant factor affecting college students’ sleep quality is the widespread problem of insufficient sleep [8], which may be related to factors such as mobile phone dependence.”
Zhang, P., Yan, J., Jiao, W., Li, Y., & Sun, C. (2023) · Journal of Affective Disorders · doi:10.1016/j.jad.2023.10.080 · Cited by 4
Zhong, S., Zhang, L., Wang, M., Shen, J., Mao, Y., Du, X., & Ma, J. (2022) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2022.966362 · Cited by 4
Kalbacher, L. S., & Randler, C. (2024) · Chronobiology International · doi:10.1080/07420528.2024.2383396 · Cited by 4
“Seoane et al. (2020) reported that academic grades correlated significantly with sleep quality scores ( r = 0.15) and diurnal sleepiness ( r = 0.12), but not with sleep duration ( r = 0.03).”
InfluentialWithin- and Between-Person Correlates of Affect and Sleep Health Among Health Science Students
Wang, Y., Yang, J., Yuan, J., Izci‐Balserak, B., Mu, Y., Chen, P., & Zhu, B. (2024) · Brain Sciences · doi:10.3390/brainsci14121250 · Cited by 3
Bayard, S., Faccini, J., Del-Monte, J., & Madiouni, C. (2025) · Journal of Sleep Research · doi:10.1111/jsr.70042 · Cited by 4
“In this context, sleep–wake disturbances are related to poor academic achievement and poor mental health status (Carrión-Pantoja et al. 2022; Seoane et al. 2020).”
Asdaq, S. M. B., Alharbi, M. S., Alansari, M. A., Alshuqayr, S., Alanazi, M. F., Alshahrani, S. R., Nayeem, N., Alsanie, W. F., Alamri, A. S., Alhomrani, M., et al. (2025) · PLoS ONE · doi:10.1371/journal.pone.0328350 · Cited by 4
The relationship between job precariousness and student burnout: a serial indirect effects model
Creed, P. A., Hood, M., Selenko, E., Hu, S. M., & Bagley, L. (2022) · Journal of Education and Work · doi:10.1080/13639080.2022.2149713 · Cited by 6
“…confirmed in this study, sleep disruption impairs other functioning, such as cognitive processing, learning, and academic performance in students (Seoane et al. 2020; Shad, Thawani, and Goel 2015), and is a potential risk factor for physical health problems and sport and occupational injuries…”
BackgroundSleep disturbance and medical requests among university and college students in Chongqing, China
Wang, T., Yin, J., Hu, C., Tang, W., Che, X., & Liu, Y. (2023) · Saudi Medical Journal · doi:10.15537/smj.2023.44.11.20230420 · Cited by 3
Maghsoudi, S., Amra, B., & Teimouri, A. (2021) · Immunopathologia Persa · doi:10.34172/ipp.2022.07 · Cited by 3
La calidad del sueño y su relación con el rendimiento académico en estudiantes de medicina.
Ocampo, M. D. M. D. (2022) · Revista Ciencia y Salud Integrando conocimientos · doi:10.34192/cienciaysalud.v6i2.407 · Cited by 3
A Larger Lens: Medical Students Benefit from Consciousness-Based Self-Care
Nader, T., Carroll, R. J., Travis, F. W., Bray, J. B., Gruener, G., Rothenberg, S., Brown, D. H., & Brown, C. L. (2023) · Palgrave studies in workplace spirituality and fulfillment · doi:10.1007/978-3-031-05839-4_2 · Cited by 3
Psychotic Experiences and Sleep Quality in the Emerging Adulthood
Lenzo, V., Franceschini, C., Manari, T., Corsano, P., Quattropani, M. C. A., & Musetti, A. (2021) · The Journal of Nervous and Mental Disease · doi:10.1097/nmd.0000000000001454 · Cited by 4
“At the same time, poor sleep quality represents a common problem among emerging adults such as university students, with a possible negative effect on academic performance (Seoane et al., 2020; Suardiaz-Muro et al., 2020).”
BackgroundHe, H., Zeng, Y., Chen, Z., Wu, M., & Wang, Y. (2025) · Nature and Science of Sleep · doi:10.2147/nss.s536854 · Cited by 3
“38 Sleep quality also emerged as a key independent factor associated with depression, aligning with recent findings.”
Gao, X., Mu, S., Zhang, D., Li, P., Wang, W., Hu, X., & Wang, P. (2025) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2025.1675266 · Cited by 3
Lin, C.-T., Liang, S.-F., & Shaw, F. (2025) · Scientific Reports · doi:10.1038/s41598-025-33775-0 · Cited by 2
“Numerous studies in systematic review articles have shown the association between sleep and academic performance 19,46 .”
Sivertsen, B., Harvey, A. G., Vedaa, Ø., Pallesen, S., & Hysing, M. (2026) · Journal of Sleep Research · doi:10.1111/jsr.70312 · Cited by 3
“The persistence of sleep problems in the student population is concerning, given established links with academic difficulties, impaired daily functioning and long-term mental and physical health risks (Becker et al. 2018; Seoane et al. 2020; McMahon et al. 2019).”
The Effect of Sleep Quality on Students’ Academic Achievement [Response to Letter]
Jalali, R., Khazaie, H., Paveh, B. K., et al. (2020) · Advances in Medical Education and Practice · doi:10.2147/amep.s277808 · Cited by 2
Mančevska, S., Pislevski, M., & Gligoroska, J. P. (2024) · Journal of Morphological Sciences · doi:10.55302/jms2471017m · Cited by 2
Jaradat, J. H., Al‐Dwairi, R., Riyad, J., Al-Rawashdeh, I., & Elmazar, H. (2024) · JAP Academy Journal · doi:10.58877/japaj.v2i2.146 · Cited by 3
Skipping Breakfast is Associated with Shorter Sleep Duration in Medical Students
Bhoopatkar, H., Sharma, S., Moir, F., Nakatsuji, M., Wearn, A., & Falloon, K. (2024) · International Journal of Medical Students · doi:10.5195/ijms.2024.2062 · Cited by 2
Sabu, A., Ghosh, P., Sarika, K., Ks, S., Varma, N. S., & Ajith, V. V. (2025) · Cureus · doi:10.7759/cureus.86624 · Cited by 2
“However, these prevalence rates among dental students are higher compared to the global prevalence rate of 40% among medical students [12].”
Omar, Y., Paxton, J. Z., Hui, R., et al. (2020) · Brazilian Journal of Psychiatry · doi:10.1590/1516-4446-2020-1371 · Cited by 2
Pourramzani, A., Ghafari, S., Shafiee, A., Fili, J., Sattari, M. A., Borna, N., & Hajishah, H. (2024) · Sleep Science and Practice · doi:10.1186/s41606-024-00096-6 · Cited by 2
“Numerous studies indicate an increasing prevalence of sleep disorders and mental illnesses among medical students (Seoane et al. 2020).”
BackgroundAhlstrand, I., Larsson, I., Larsson, M., et al. (2021) · Research Square · doi:10.21203/rs.3.rs-965295/v1 · Cited by 2
Relationship Between Sleep Quality and Achievement of Medical Students in Indonesia
Putri, N. M. I. K., Kurniawan, K. W., & Sakina, S. (2023) · International Journal of Research Publications · doi:10.47119/ijrp1001171120234461 · Cited by 1
The Relationship Between Anxiety and Sleep Quality Among Medical Students
Bazaz, M. M., Shahsavan, F., Torshizian, A., Parvizi, Y., Sangani, P. S., & Dana, S. M. M. A. (2023) · Sleep and Vigilance · doi:10.1007/s41782-023-00242-7 · Cited by 1
Doi, K., Sogawa, R., Eguchi, Y., Matsuo, M., & Shimanoe, C. (2024) · Biological and Pharmaceutical Bulletin · doi:10.1248/bpb.b24-00147 · Cited by 1
“Notably, existing reports have shown that somnolence during the day affects academic performance, 20,21) and somnolence associated with guanfacine use may also have this adverse effect.”
Impact of Sleep Loss in Residency – A Reflection
Kim, G. E. (2024) · Heart and Mind · doi:10.4103/hm.hm-d-24-00047 · Cited by 1
Mourlon, P., Blanchard, L., Guenneugues, T., Loustaunau, P., Jordana, F., Enkel, B., & Guihard, G. (2024) · Mesure et évaluation en éducation · doi:10.7202/1118273ar · Cited by 1
Bingge, H., & Keat, O. B. (2025) · Sociological research and innovation · doi:10.32350/sri.31.01 · Cited by 1
“Seoane et al. (2020) elaborated this connection further showing that a lack of sleep also impacts students' academic grades adversely as does irregular sleep patterns.”
Bruzos, M. J., Sutherland, B. D., Sutherland, M. T., & Trucco, E. M. (2025) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph22111722 · Cited by 1
“Sleep problems may also negatively impact adolescents’ cognitive abilities, such as working memory and executive functioning [5,6], ultimately affecting academic performance [7].”
Sleep Quality in Nursing Students: Systematic Review and Meta-Analysis of Prevalence Studies
Castaño, J. H. O., Cañón-Montañéz, W., Bedoya-Carvajal, O. A., Uribe, J. C. G., & Noriega, A. A. (2025) · Aquichan · doi:10.5294/aqui.2025.25.4.2 · Cited by 2
“To date, the systematic reviews that exist to synthesize the evidence on sleep quality in students are those reported by Gardani et al. (25); these authors explored the symptoms of insomnia and stress in university students in general, while Seoane et al. (26) reviewed the relationship between academic performance and…”
Shen, Z., Wang, T. N., Zeng, X. N., & Wang, J. N. (2025) · Behavioral Psychology/Psicología Conductual · doi:10.31083/bp44349 · Cited by 2
“Medical students exhibited 39.4% depression, 41.7% stress, and 32.5% anxiety (Jahrami et al, 2023), with 39.8% poor sleep quality, 29.1% insufficient sleep, and 35.9% excessive sleepiness (Seoane et al, 2020).”
InfluentialFu, L.-Q., Wang, Z., Li, X., et al. (2026) · Healthcare · doi:10.3390/healthcare14070908 · Cited by 1
Makkawi, R. M., Alnefaie, S. N., Aljuhani, A., Alshehri, J. M., Alzahrani, H. K., Alsharif, J., & Shaker, A. (2026) · Cureus · doi:10.7759/cureus.106708 · Cited by 2
“With the rapid advancement of technology and increased use of electronic devices, such as laptops, tablets, and smartphones, students are at heightened risk of sleep disturbances [6-8].”
Zhang, Y., Liu, M., Yu, W., Gao, Z., Zhao, D., Yan, W., Wang, W., Gao, X. Y., & Wang, Q. (2026) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2026.1839572 · Cited by 1
“Globally, medical students are considered to be particularly susceptible to sleep related problems (24, 25), which is closely tied to the unique pressure context of medical education.”
Sadowski, A., Wexler, R. S., Hanes, D. A., Buttolph, L., Torrens, T., Moehle, J., Sarrar, H., Harnett, J., Zava, D. T., & Bradley, R. D. (2022) · BMC Complementary Medicine and Therapies · doi:10.1186/s12906-022-03582-5 · Cited by 4
“Similarly, a recent meta-analysis of over 14,000 medical students evaluating the association of sleep with academic performance estimated 40% of students experience poor sleep quality and 29% report insufficient sleep [15].”
BackgroundVirani, Q.-U.-A., Thobani, H., & Fatima, S. S. (2023) · BioSight · doi:10.46568/bios.v4i1.99 · Cited by 1
Measuring Sleep Quality Among Medical Students Using the Epworth Sleepiness Scale
Sharma, A., Austerlitz, J., Najjar, F., McDermott, J., Matalon, J., & Varma, M. (2024) · Cureus · doi:10.7759/cureus.63319 · Cited by 1
“Poor sleep quality may also impair academic performance as evidenced by multiple studies; however, Johnson et al. failed to show this connection in their cohort [12,14,16,17].”
BackgroundResultInfluentialSleep Disturbances in Health Professional Students During the COVID ‐19 Pandemic: A Concept Analysis
Chen, P., Cao, Y., Tanglai, W., Zhu, B., Fink, A. M., & Izci‐Balserak, B. (2024) · Nursing Open · doi:10.1002/nop2.70059 · Cited by 1
“Sleep disturbances remain a common issue among health professional students due to a variety of factors, including academic stress, irregular schedules and demanding clinical rotations (Seoane et al. 2020).”
BackgroundUnveiling the association between 24-hour movement guidelines and academic engagement in adolescents
Miguel, P. A. S., López‐Gil, J. F., & Tapia‐Serrano, M. Á. (2024) · Pediatric Research · doi:10.1038/s41390-024-03663-w · Cited by 1
Lin, C.-T., Shaw, F., & Liang, S. (2025) · World Congress on Medical Physics and Biomedical Engineering, September 7 - 12, 2009, Munich, Germany · doi:10.1007/978-3-031-86323-3_33 · Cited by 1
Puchkova, A. N., Tkachenko, O. N., Gandina, E. O., & Ефимович, Ш. Д. (2025) · S S Korsakov Journal of Neurology and Psychiatry · doi:10.17116/jnevro202512505222 · Cited by 1
Caixeta, P. C. M., Spinelli, L. A., Promissia, J. P., Branco, G. F., Rosa, G., Hadad, P. J., Silva, R. G. D., & Ribeiro, M. D. L. (2023) · CERES - Health & Education Medical Journal · doi:10.62234/ceresv1n1-005 · Cited by 1
Metadata
- Authors
- Seoane, H. A., Moschetto, L., Orliacq, F., Orliacq, J., Serrano, E., Cazenave, M. I., Vigo, D. E., & Perez-Lloret, S.
- Affiliations
- Pontificia Universidad Católica Argentina (AR)
- Consejo Nacional de Investigaciones Científicas y Técnicas (AR)
- Venue
- Sleep Medicine Reviews
- Publisher
- Elsevier BV
- Published
- 2020-10
- Volume
- 53
- Pages
- 101333
- ISSN
- 1087-0792 (ISSN-L)
- OpenAlex
- W3024810966
- Cited by
- 150
- References
- 82
- Citations by year
- 2026: 30 · 2025: 30 · 2024: 36 · 2023: 25 · 2022: 19 · 2021: 6 · 2020: 4
- FWCI
- 1.97
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Sleep Medicine Reviews (publishedVersion)
- PubMed (publishedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, cc-by-nc-sa)
- Americanae (AECID Library) (submittedVersion, cc-by-nc-sa)
- Lirias (submittedVersion)
- Conicet (submittedVersion, cc-by-nc-sa)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Sleep and related disorders
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Sleep and Work-Related Fatigue
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Keywords
- sleep disruption, medical students, academic performance, sleep deprivation, sleep quality, insufficient sleep duration, excessive daytime sleepiness, learning ability, sleep interventions
- MeSH terms
- Academic Success, Humans, Disorders of Excessive Somnolence, Sleep Deprivation, Students, Medical
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-11, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
