Internet gaming disorder in medical students: Is it a risk factor for poor educational outcomes?

Research and Development in Medical Education Pub Date : 2023-11-15 DOI:10.34172/rdme.2023.33128

Negar Emrani, Majid khadem-Rezaiyan

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Abstract

Background: Today, computer games have taken a prominent place in the lives of children and teenagers, and statistics indicate that online gaming constitutes the majority of computer usage. Numerous studies have explored the detrimental effects of internet gaming on individuals. However, to date, no comprehensive research has been conducted specifically investigating the effect of online gaming on academic performance within a medical education context. To address this gap, we have conducted this study, focusing on the impact of online gaming on the academic performance of Iranian medical students. Methods: In a cross-sectional study, 185 medical students from four disciplines ((basic sciences, Physiopathology, extern, intern) were selected through a multi-stage sampling method at Mashhad University of Medical Sciences. Internet gaming disorder (IGD) test as well as the grade point average (GPA) of the last academic semester, the average study hours on normal days and near the exam, the efficiency of study hours, the number of failed semesters, and academic satisfaction were assessed. Results: In this study, a total of 185 medical students participated, of which 62.2% (115 students) were females. The prevalence of IGD was found to be 3.8%. Interestingly, the prevalence of IGD was approximately four times higher in males than in females (7.1% vs. 1.7%, P=0.106). Furthermore, both the overall daily study time (P<0.001) and the daily study time on days near exams (P=0.031) were found to be significantly higher in students without IGD compared to those with IGD. However, factors such as age, gender, being native to Mashhad, discipline level, last GPA, number of failed semesters, and satisfaction with education showed no correlation with IGD. Conclusion: These findings may serve as a cautionary signal for educational authorities within the Iranian medical education system. However, to obtain more robust results, further investigations are recommended, particularly in other academic majors.

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医学生的网络游戏障碍：它是导致不良教育结果的风险因素吗？

背景：如今，电脑游戏在儿童和青少年的生活中占据了重要位置，统计数据表明，网络游戏占电脑使用量的绝大部分。许多研究都探讨了网络游戏对个人的有害影响。然而，迄今为止，还没有专门针对医学教育背景下网络游戏对学习成绩影响的综合性研究。为了填补这一空白，我们开展了这项研究，重点研究网络游戏对伊朗医科学生学习成绩的影响。研究方法在一项横断面研究中，我们通过多阶段抽样方法选取了马什哈德医科大学四个学科（基础科学、生理病理学、外科医生、实习医生）的 185 名医学生。调查内容包括网络游戏障碍（IGD）测试、上一学期平均绩点（GPA）、平时和临近考试时的平均学习时间、学习时间效率、不及格学期数和学习满意度。结果本研究共有 185 名医学生参加，其中 62.2%（115 名学生）为女生。发现IGD的发病率为3.8%。有趣的是，男生的 IGD 患病率约为女生的四倍（7.1% 对 1.7%，P=0.106）。此外，与患有 IGD 的学生相比，未患 IGD 的学生的总体每日学习时间（P<0.001）和临近考试日的每日学习时间（P=0.031）均明显较多。然而，年龄、性别、马什哈德本地人、学科水平、最后平均学分绩点、不及格学期数和对教育的满意度等因素与 IGD 没有相关性。结论这些发现可为伊朗医学教育系统内的教育当局提供一个警示信号。不过，为了获得更可靠的结果，建议进行进一步调查，尤其是在其他学科专业。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Research and Development in Medical Education

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18 weeks