Social Media Usage Patterns and Their Perceived Impact on Learning, Academic Activities, and Well - Being Among MBBS Students in India: A Nationwide Cross - Sectional Study

Ekta Sharma, Shikha Jain, Vasudha Agrawal, Jyoti Sharma, Khushboo Yadav
Author(s)
1Assistant Professor, Department of Anatomy, Employees’ State Insurance Corporation, Noida, Uttar Pradesh, India
2Professor, Department of Physiology, Employees’ State Insurance Corporation, Noida, Uttar Pradesh, India
3Associate Professor, Department of Anatomy, F.H. Medical College, Agra, Uttar Pradesh, India
4Senior Resident, Department of Anatomy, Employees’ State Insurance Corporation, Noida, Uttar Pradesh, India
5Senior Resident, Department of ENT, Bundelkhand Medical College and Hospital, India

Abstract

Background: Social media has become an important component of medical education, providing students with easy access to educational resources, academic discussions, and examination-oriented content. However, its influence on learning and well-being remains a subject of debate. Material and Methods: A nationwide cross-sectional questionnaire-based study was conducted among undergraduate MBBS students from government and private medical colleges across India. Data were collected using a structured online questionnaire circulated through social media platforms. A total of 1,075 valid responses were analyzed using descriptive statistics and Chi-square tests. Results: Females constituted 56.9% of participants, while 43.1% were males. The majority of students (37.0%) reported spending 3 - 4 hours daily on social media. YouTube (90.0%), Telegram (82.0%), WhatsApp (75.0%), and Instagram (65.0%) were the most commonly used platforms. Educational learning was the primary purpose of social media use for 42.0% of students. Most participants used social media for watching educational videos (88.0%), solving MCQs (78.0%), accessing notes and PDFs (72.0%), and examination preparation (68.0%). Nearly half (48.0%) perceived a positive impact on academic activities, while 59.9% reported disturbed sleep quality. Easier understanding of difficult topics (78.0%) and quick revision before examinations (72.0%) were the most frequently reported advantages. Conclusion: Social media serves as a valuable supplementary learning resource for MBBS students, enhancing accessibility and academic engagement. However, concerns regarding sleep disturbance, distraction, and content reliability highlight the need for responsible and evidence-based utilization within medical education.

Keywords: Social media, Medical education, MBBS students, Digital learning, Academic performance, Sleep quality.

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