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Background <p>Academic performance strongly influences medical students’ professional development. It results from the interaction of multiple factors, including sociodemographic characteristics, lifestyle habits, and academic conditions. Although these determinants have been explored in various contexts, evidence from North African medical schools remains limited, despite their distinct educational structures and resource constraints. Identifying context-specific and modifiable factors is essential to improve educational outcomes. Therefore, this study aimed to identify sociodemographic, lifestyle and academic factors associated with academic performance among medical students at the Faculty of Medicine of Sousse (FMSo), Tunisia.</p> Methods <p>A cross-sectional study was conducted among FMSo students during the academic year 2023–2024. An exhaustive online survey was distributed through the university’s virtual platform to all eligible students. Data were collected using a questionnaire assessing sociodemographic characteristics, lifestyle habits, academic factors, and students’ perceptions of educational environment, measured using the validated French version of Dundee Ready Education Environment Measure (DREEM). Academic performance was measured using self-reported overall grade averages categorized into five levels. Ordinal logistic regression was used to identify factors independently associated with higher academic performance.</p> Results <p>Among 1,329 eligible students, 701 participated (52.8% response rate). Most students (47.4%) achieved fairly good performance <i>(</i>12–13.99/20). The median DREEM score was 115 [IQR: 101–130], indicating a generally positive educational environment. In multivariate analysis, significant predictors of higher academic performance included: Tunisian nationality (OR = 4.99, 95% CI:3.01–8.29, <i>p</i> &lt; 0.001), no psychoactive substance use (OR = 2.60, 95% CI:1.64–4.13, <i>p</i> &lt; 0.001), and increased daily revision hours (OR = 1.08, 95% CI:1.03–1.13, <i>p</i> = 0.003). Satisfaction with the educational environment was a significant protective factor, with satisfied students achieving significantly better academic performance (OR = 0.60, 95% CI: 0.44–0.82, <i>p</i> = 0.001).</p> Conclusions <p>The academic performance of Tunisian medical students is associated with multiple modifiable factors. Targeted interventions that address modifiable factors such as substance use, study habits, and educational satisfaction may enhance academic performance and student well-being. These findings can inform evidence-based strategies to optimize medical education in Tunisia and similar contexts.</p>

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Sociodemographic, lifestyle, and educational environment factors associated with academic performance among Tunisian medical students: a cross-sectional study

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  • 发表日期：

    2026年1月5日

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  • Chayma Sridi,
  • Mayssa Aribi,
  • Latifa Lassoued,
  • Imene Kacem,
  • Farah Chelly,
  • Narjes Belhadj,
  • Amene Fki,
  • Nour Elleuch,
  • Imed Chouchene,
  • Maher Maoua,
  • Mohamed Ben Dhiab

摘要

Background

Academic performance strongly influences medical students’ professional development. It results from the interaction of multiple factors, including sociodemographic characteristics, lifestyle habits, and academic conditions. Although these determinants have been explored in various contexts, evidence from North African medical schools remains limited, despite their distinct educational structures and resource constraints. Identifying context-specific and modifiable factors is essential to improve educational outcomes. Therefore, this study aimed to identify sociodemographic, lifestyle and academic factors associated with academic performance among medical students at the Faculty of Medicine of Sousse (FMSo), Tunisia.

Methods

A cross-sectional study was conducted among FMSo students during the academic year 2023–2024. An exhaustive online survey was distributed through the university’s virtual platform to all eligible students. Data were collected using a questionnaire assessing sociodemographic characteristics, lifestyle habits, academic factors, and students’ perceptions of educational environment, measured using the validated French version of Dundee Ready Education Environment Measure (DREEM). Academic performance was measured using self-reported overall grade averages categorized into five levels. Ordinal logistic regression was used to identify factors independently associated with higher academic performance.

Results

Among 1,329 eligible students, 701 participated (52.8% response rate). Most students (47.4%) achieved fairly good performance (12–13.99/20). The median DREEM score was 115 [IQR: 101–130], indicating a generally positive educational environment. In multivariate analysis, significant predictors of higher academic performance included: Tunisian nationality (OR = 4.99, 95% CI:3.01–8.29, p < 0.001), no psychoactive substance use (OR = 2.60, 95% CI:1.64–4.13, p < 0.001), and increased daily revision hours (OR = 1.08, 95% CI:1.03–1.13, p = 0.003). Satisfaction with the educational environment was a significant protective factor, with satisfied students achieving significantly better academic performance (OR = 0.60, 95% CI: 0.44–0.82, p = 0.001).

Conclusions

The academic performance of Tunisian medical students is associated with multiple modifiable factors. Targeted interventions that address modifiable factors such as substance use, study habits, and educational satisfaction may enhance academic performance and student well-being. These findings can inform evidence-based strategies to optimize medical education in Tunisia and similar contexts.