Correlation between Screen Time and Internal Assessment Scores among First-Year MBBS Students: A Cross-Sectional Analytical Study

Abstract

Background: Smartphone use has become an integral part of medical education, providing access to educational resources while simultaneously increasing exposure to recreational digital media. Excessive screen time has been associated with reduced academic performance, impaired concentration, and behavioral changes among university students. However, the influence of different types of screen time on academic achievement among undergraduate medical students remains insufficiently explored.

Objective: To evaluate the correlation between smartphone screen time and Internal Assessment (IA) scores among first-year MBBS students and to compare screen use patterns across different academic performance categories.

Methods: A cross-sectional analytical study was conducted among 250 first-year MBBS students who provided informed consent. Weekly smartphone screen-time data were obtained from the Digital Wellbeing application. Total, educational, and recreational screen times were recorded and correlated with mean IA scores using Pearson's correlation analysis.

Results: Total daily screen time demonstrated a strong negative correlation with IA scores, whereas educational screen time showed a significant positive correlation. Recreational screen time was strongly associated with lower academic performance. Students with lower IA scores exhibited the highest recreational and total screen time.

Conclusion: Excessive recreational smartphone use is associated with poorer academic performance, whereas educational smartphone use appears beneficial. Encouraging responsible and purpose-oriented smartphone use may improve academic outcomes among medical students.