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
Items 101–145 of 145
High vs Low Academic Achievement: What Difference Does Sleep Make? [Response to Letter]
Jalali, R., Khazaie, H., Paveh, B. K., et al. (2020) · Advances in Medical Education and Practice · doi:10.2147/amep.s279900
Trastornos del sueño en estudiantes de medicina durante época de COVID-19.
Heredia, N. A. R., & Guarnizo-Chávez, A. J. (2021) · Revista Ecuatoriana de Neurologia · doi:10.46997/revecuatneurol30200016
Cuadros-López, A., Chiquito-Salguero, F., Padilla, P., et al. (2023) · Ciencia Latina Revista Científica Multidisciplinar · doi:10.37811/cl_rcm.v7i1.5328
Yıldız, M. (2023) · The Annals of Clinical and Analytical Medicine · doi:10.4328/acam.21614
Panta, R., & Paudel, K. R. (2023) · World Journal of Advanced Research and Reviews · doi:10.30574/wjarr.2023.18.3.1244
Supporting our learners by promoting their brain health
Reddy, M. S., & Nalliah, R. P. (2023) · Journal of Dental Education · doi:10.1002/jdd.13410
El sueño de los universitarios. Los logros y desafíos para las universidades promotoras de la Salud
Bustamante, R. S., Chau, C., & Matos, M. X. G. (2024) · Persona · doi:10.26439/persona2023.n26(2).6601
Tin, T. T., Ee, L. C., Rong, J. C. J., & Mohan, S. A. (2024) · International Journal of Innovative Research and Scientific Studies · doi:10.53894/ijirss.v7i2.2864 · Cited by 2
“…quality and daytime dysfunctionality have a significant association with academic performance but there is no such relationship with sleep duration [51] while another study shows that sleep duration only affects the mental health of pharmaceutical students and not their academic performance [49].”
BackgroundLiu, J., Li, B., Zhang, R., et al. (2024) · Research Square · doi:10.21203/rs.3.rs-4144293/v1
Calidad de vida y estrés académico en estudiantes de la Universidad Pública de Guatemala
Muñoz-Alonzo, H. M., Linares, S. S., María, K. E. M. S., Morales, M., & González-Aguilar, D. W. (2024) · Revista Guatemalteca de Educación Superior · doi:10.46954/revistages.v7i2.135
Mortada, E. M., Awaji, N. N. A., Zaidi, U., Aldhahi, M. I., Alsaleh, H., Alroqaiba, N. A., & Awad, S. S. (2024) · Healthcare · doi:10.3390/healthcare12141389
“…(PA), and consistent sleep patterns contribute to declines in physical health among university students, with first-year students often experiencing weight gain due to unhealthy eating habits and lack of exercise [1] alongside sleep deprivation, which can impair their academic performance [2].”
BackgroundSmartphone Addiction and Sleep Quality among Medical Students
Prkosovački, B. P., & Gajić, M. (2024) · Društvene i humanističke studije · doi:10.51558/2490-3647.2024.9.1.863 · Cited by 2
Quality of sleep in doctors posted in rural areas
Bhardwaj, V., Gohri, J., Sharma, D. K., Sahana, K. S., Hegde, S., & Doddaiah, S. K. (2024) · International Journal of Academic Medicine · doi:10.4103/ijam.ijam_71_23
Mental health problems in medical students around the world
Голенков, А. В., & Nikolaev, E. E. (2023) · Meditsinskaya sestra · doi:10.29296/25879979-2023-03-03 · Cited by 1
Torales, J. C., Canata, C. M., Morínigo, M., Falloon, K., Cantero, M., Gauto, S., López, N., Vargas, M., O’Higgins, M. G., Caycho‐Rodríguez, T., et al. (2025) · Sleep Science · doi:10.1055/s-0045-1805060
“…between sleep, mood, and academic outcomes, 12 demonstrating that poorer sleep quality and increased daytime sleepiness were both associated with a reduced academic performance 13 In Paraguay, medical students from both public and private universities generally graduate in December of each year.”
Sleep disturbances: from insomnia to depression. From animals to humans
Yankovsky, V., Borozdenko, D. A., & Negrebetsky, V. V. (2025) · Russian Medicine · doi:10.17816/medjrf637141
Impact of sleep and psychological flexibility on young adults’ physical and mental well-being
Ishii, M., Hakoda, M., & Okajima, I. (2026) · Scientific Reports · doi:10.1038/s41598-026-53737-4
“In this study, sleep debt and compound sleep problem types together accounted for 30.7% of the total sleep debt, consistent with previous studies 4,41 .”
InfluentialPuchkova, A. N., Tkachenko, O. N., Gandina, E. O., & Ефимович, Ш. Д. (2025) · Neuroscience and Behavioral Physiology · doi:10.1007/s11055-025-01904-x
Effects of Sleep on Brain Activity and Concentration Performance
Matsuo, M., Yasumura, K., Ichibakase, T., et al. (2025) · Advances in Applied Sociology · doi:10.4236/aasoci.2025.1511061
Khan, S. W., Gul, N., Shar, R., et al. (2025) · NURSEARCHER (Journal of Nursing & Midwifery Sciences) · doi:10.54393/nrs.v5i4.205
Wang, L.-J., Shen, Y., Xu, M., & Cao, T.-T. (2026) · Medicine · doi:10.1097/md.0000000000047670
Nava, C. F. G., Álvares, J. T. T., Gonçalves, F. L., et al. (2026) · International Journal of Health Management Review · doi:10.47172/ijhmreview.v12i1.462
Han, Z., Li, Z., Liu, W., Wu, X., & Tian, Y. (2026) · Frontiers in Nutrition · doi:10.3389/fnut.2026.1797372 · Cited by 1
Leow, T. Y. Q., Li, W. W., Chao, M., & McDERMOTT, B. M. (2026) · The Australian Educational Researcher · doi:10.1007/s13384-026-00957-2
Relationship between sleep and academic performance in medical students: a first approach
González, L. M. R., & Castillo‐González, W. (2025) · SAP Primary Care · doi:10.62486/pc20258
Li, Y., Bu, D., Yuan, K., & Xia, P. (2026) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2026.1756841
“It facilitates academic achievement, as students with better sleep demonstrate superior coping strategies, adaptation, and performance (26, 27).”
Zhou, J.-H., Zhou, X., & Chen, Y. (2026) · Early Child Development and Care · doi:10.1080/03004430.2026.2665670
“Although the relationship between sleep quality and academic performance in mathematics has been confirmed, previous studies have often focused on school-aged children and college students (Seoane et al., 2020; Fang et al., 2023), leaving the preschool demographic critically understudied.”
Bhalla, L., Bala, J., Kumar, A., Dumka, N., Sharma, V., Ghosh, A. K., Siddiqui, S. A., Patrikar, S., & Kotwal, A. (2026) · Indian Journal of Community Medicine · doi:10.4103/ijcm.ijcm_899_25
“[18,19] Other studies from around the world have similarly reported that students with prolonged sleep latency and frequent awakenings had consistently lower grades.”
Peterle, L. M., dos Santos, L. M., dos Depolo, M. M., Lima, C. M. R., Porfirio, A. L. M., Pereira, M. A. F. F., & Minine, D. M. (2025) · Congresso Brasileiro de Medicina do Estilo de Vida · doi:10.61661/congresso.cbmev.8.2025.178
Montalvo-Peralta, A. F., Miranda-Sagastegui, Y. A., Tinco-Pumacahua, F. J., et al. (2026) · PLoS ONE · doi:10.1371/journal.pone.0348891
“Sleep-related problems have been associated with increased stress [4], depression [5], poorer physical health [6], and worse academic performance [7].”
Mind over mattress: Why beliefs about sleep can make or break a medical student
Rizwan, X., & Ramdass, P. V. A. K. (2026) · World Journal of Psychiatry · doi:10.5498/wjp.114838
Milanesi, M., Canessa, N., & Gianelli, C. (2026) · Cortex · doi:10.1016/j.cortex.2026.05.014
“…(Di Muzio et al., 2019; Luyster et al., 2012; Philibert, 2005; Schwarz et al., 2016), particularly in those jobs requiring prolonged and repeated periods of wakefulness such as medical staff, machine operators and truck drivers (Garbarino et al., 2019; Seoane et al., 2020; Techera et al., 2016).”
Impact of sleep on memory consolidation among medical students
Mahdi, B. M., HASAN, Q. M., RADII, M. N., Jaafar, M. S., & SALEEM, N. H. (2026) · Chirurgia · doi:10.23736/s0394-9508.25.05994-7
Akbulut, K., Alemdar, A., Bezci, N., Şengül, A., & Yazıcı, E. (2026) · Research Square · doi:10.21203/rs.3.rs-9784349/v1
Gogate, S., Nanaware, S. S., & Padma, K. (2026) · Indian Journal of Medical Specialities · doi:10.4103/injms.injms_8_26
Krikorian, A., Lecocq, B., Pen, M. L., Rollet, A., Gouy, E., Mura, M., Métais, A., Spiegel, K., Pelloux, S., Haesebaert, J., et al. (2026) · Research Square · doi:10.21203/rs.3.rs-9094809/v1
Evidence on Sleep and Academic Achievement in First-Year University Students: A Scoping Review
Pereira, D. R. (2026) · Clocks & Sleep · doi:10.3390/clockssleep8030050
“In contrast, evidence regarding sleep duration remains inconclusive, with some studies reporting significant associations with academic performance and others finding no such relationship [47,48].”
InfluentialRazavinia, F., Moradinejad, Z., Nimrouzi, M., Ebrahimian, A., Ghazinezhad, N., Razavinia, Z., Yazdi, N., & Ashrafi, S. (2026) · Jundishapur Journal of Natural Pharmaceutical Products · doi:10.5812/jjnpp-171805
Pantoja, I. S. R., Rebouças, Y. S., de Arruda, M. C. A. M., Rolim, G. B., Maranhão, B. C., & Gusmão, W. D. P. (2026) · Psicologia e Saúde em Debate · doi:10.22289/2446-922x.v12a2a7
Xu, Y., Zhao, S., Zhu, Y., Du, W., Wang, C., Man, S., An, S., Zheng, C., & Zeng, P. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1856492
“…systematic reviews and meta-analyses further support associations of sleep quality, breakfast skipping, and technology-related behaviors with academic performance, although effect sizes and study designs vary considerably across the literature (Ku¸s, 2025; Seoane et al., 2020; Seura et al., 2025).”
Effectiveness of Coginitive Behavior Therapy for Insomnia Among Final Year Female Medical Students
Jafri, A. (2026) · Qlantic journal of social sciences. · doi:10.55737/qjss.vii-iv.26634
Liu, G., Wang, J., Yan, S., Pingping, Y., & Wang, D. (2026) · Healthcare · doi:10.3390/healthcare14193196
Zhumagulova, N., Ussatayeva, G., Dalal, K., К.А., Т., Bakytzhan, A., & Галым, А. (2026) · Central Asian Journal of Medical Hypotheses and Ethics · doi:10.47316/cajmhe.2026.7.3.09
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
