Evening screen activity as a factor of sleep disturbance and cognitive fatigue among medical university students

Background. Sleep disturbances and evening screen activity are considered significant factors contributing to cognitive decline in students. The use of electronic devices before bedtime is accompanied by sensory and emotional hyperstimulation, circadian rhythm disruption, and suppression of melatonin secretion, which can negatively affect memory consolidation, attention, and emotional regulation. Given the high academic load, the issue of sleep neurohygiene is particularly relevant for the student population.

Objective – to study the relationship between evening use of screen devices, sleep quality, and subjective cognitive impairment among medical university students.

Material and methods. An anonymous online survey was conducted among 265 third- to fifth-year students at Amur State Medical Academy, aged 18 to 23 years. The questionnaire included items on evening screen activity, sleep quality and duration, difficulties falling asleep, night awakenings, as well as subjective assessment of memory and attention. Descriptive statistics and Spearman's correlation analysis were used for data processing.

Results. It was found that 93.9% of students regularly use electronic devices in the evening, and 72% use them immediately before sleep. The average sleep duration was 6.3±1.1 hours, which is below the recommended physiological norm for young adults. Frequent engagement with social networks instead of resting was reported by 61% of respondents. Subjective deterioration of memory and attention was reported by 51% of students, with 47% reporting memory decline even when attempting to concentrate. Correlation analysis revealed a statistically significant positive relationship between evening screen activity and subjective deterioration of memory and attention among female students (r=0.42; p<0.001).

Conclusion. The high prevalence of evening gadget use among students is associated with reduced sleep duration and subjective decline in memory and attention. The findings highlight the need to implement sleep neurohygiene practices within the educational environment.

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