NS  Vol.5 No.11 , November 2013
Effects of different sleeping patterns on academic performance in medical school students
Abstract: In the past, efforts have been made to determine the influence of sleep quantity and its deprivation, on functioning efficiency of human beings. However, determination of sleeping patterns that could improve intellectual performance has been largely neglected. This study is designed to discover the effects of different sleeping patterns on academic performance among medical students. A descriptive study was carried out in King Edward Medical University in Lahore, Pakistan during a six-month time span from May 11th, 2011 to September 30th, 2011. Of the total population of 1350 students in King Edward Medical University, 591 undergraduates were included in the study. A questionnaire designed on sleeping patterns and academic performance was distributed in May 2011. What was described as outstanding students were greater in number in group 4 (7/19) 36.8% and group 6 (6/19) 31.6%. Above average students with sleeping patterns were in group 4 (13/37) 35.1% and group 6 (10/37) 27%. Average students were shown to have sleeping patterns of group 4 (11/25) 44% and group 6 (7/25) 28%. Below average students were shown to have sleeping patterns of group 4 (3/3) 100%. Most of our students had a reduction in the total amount of sleeping hours throughout the years. Midnight to 6 o’clock in the morning with an afternoon nap was the sleeping pattern that was most commonly seen in all groups. We concluded that different sleeping patterns do not affect the performance of medical students in the academic prospective. Many other factors may be involved in the lack of significant achievement, in order to prove that the sleeping patterns are not related to the academic performance, and more data would need to be collected.
Cite this paper: Ali, A. , Majeed, M. , Saba, K. , Bodenarain, A. and Bukhari, M. (2013) Effects of different sleeping patterns on academic performance in medical school students. Natural Science, 5, 1193-1198. doi: 10.4236/ns.2013.511146.

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