Abstract Background: Sleep plays a vital role in cognitive processes such as memory consolidation, attention, and learning. Medical students, particularly those in their 1 st year, experience significant sleep disruptions due to academic pressures and irregular schedules, which can adversely affect their academic performance. Objectives: To evaluate the impact of sleep–wake cycle, sleep hygiene practices, and sleep quality on the academic performance of first year MBBS students in a peripheral medical college. Methodology: A cross-sectional observational study was conducted involving 145 first-year MBBS students. Standardized tools, including the Epworth Sleepiness Scale (ESS), Pittsburgh Sleep Quality Index (PSQI), and Sleep Hygiene Index (SHI), were used to assess sleep patterns. Academic performance was measured through formative assessment scores. Results: The analysis revealed significant negative correlations between sleep parameters and academic performance. Higher daytime sleepiness (ESS) correlated with lower academic scores ( r = −0.264, P < 0.001). Poor sleep quality (PSQI) was similarly associated with reduced academic performance ( r = −0.312, P < 0.001), explaining 9.73% of the variance in academic outcomes. Students adhering to better sleep hygiene practices (SHI) demonstrated comparatively better academic performance. Conclusion: This study highlights the critical impact of sleep patterns, sleep quality, and hygiene on the academic performance of medical students. Integrating sleep hygiene education into the medical curriculum and implementing interventions to promote regular sleep–wake cycles may enhance students’ cognitive functions and academic success.
Mandal et al. (Thu,) studied this question.
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