Smart phone addiction and reading comprehension among medical undergraduates: a cross-sectional study
DOI:
https://doi.org/10.18203/2394-6040.ijcmph20262792Keywords:
Smartphone Addiction, Medical students, Reading comprehensionAbstract
Background: The demanding nature of medical education requires continuous access to updated information, online learning platforms, and e-books. Smartphone have therefore become indispensable educational tools, enabling students to access learning resources anytime and anywhere. The widespread adoption of digital learning, further accelerated by the COVID-19 pandemic, has strengthened the dependence of medical students on smartphone for both academic and non-academic purposes.
Methods: All phases of students of Bachelor of Medicine and Bachelor of Surgery (MBBS) course were enrolled and a total of 504 students participated in study. Data was collected through Google form survey on sociodemographic details, smartphone addiction scale-short version and reading comprehension questionnaires.
Results: Our study show 46% (232) prevalence of smartphone addiction among 504 participants, more common in male 27.8% in comparison to female students 18.3%. Majority reported 3-4 hours per day use of smartphone primarily to access social media. Similarly, they continue to use smartphone before sleep and majority for more than 30 minutes to 1 hour was reported significant predictor to smartphone addiction. Craving for phone during routine activities and feeling uncomfortable without phone were significant predictors to addiction of smartphone. The correlation r=0.405 (p=0.00) seen between smartphone addiction and reading comprehension show weak positive association (r2=0.164).
Conclusions: Due to alarming use of smartphone, its addiction has become a public health concern of community. The study reported a statistically significant positive correlation between reading comprehension and smartphone addiction explaining the profound influence of smartphone usage on academic performance. Hence, there is to bring out various intervention strategies in the community and educational settings through awareness programmes, campaigns, to develop appropriate technology to assess reading comprehension among students.
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