ArticleJournal of education and health promotion2026
Social jetlag and related circadian factors among medical students: A brief report of prevalence, contributing factors, and health effects.
Article in Journal of education and health promotion, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Social jetlag (SJL)-the misalignment between circadian rhythms and social schedules-is increasingly recognized among students, especially in medicine, where heavy workloads and irregular hours threaten sleep and functioning. This brief report mapped current evidence on the prevalence, factors, and outcomes of SJL in medical students. The review followed the Joanna Briggs Institute (JBI) methodology for scoping reviews. A three-step search strategy was applied across PubMed, Scopus, Embase, and Google Scholar from January 2015 to July 2025. Eligible studies included undergraduate or graduate medical students and examined SJL, chronotype, or circadian disruption in relation to academic, mental health, or lifestyle outcomes. Data extraction used a piloted form capturing study characteristics, population details, SJL definitions and measures, prevalence estimates, and outcomes. Findings were summarized descriptively, with study selection shown in a PRISMA-ScR flow diagram. Nineteen studies across four continents (Asia, Europe, North America, and Africa) were included. Chronotype distribution (15 studies) showed 15.64% morning, 58.37% intermediate, and 25.87% evening types. Reported or derived SJL (six studies) ranged from 1 h 12 min to 3 h 23 min. Eveningness was consistently associated with poor sleep quality, anxiety, depression, and unhealthy lifestyle behaviors, while evidence for academic performance effects was mixed. Overall, research on SJL in medical students is heterogeneous in definitions, measures, and outcomes, limiting comparability. Nonetheless, findings suggest eveningness and greater SJL are linked to adverse sleep and mental health. Future studies should apply standardized tools, clearer definitions, and broader language inclusion to inform interventions in medical education.
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