The Impact of Fatigue on Academic Performance and Well Being in Undergraduate Medical Students: a Systematic Literature Review

Abstract

Medical education imposes exceptional cognitive, emotional, and physical demands that make medical students particularly vulnerable to fatigue and its detrimental consequences on learning and well-being. These factors contribute to fatigue, which may negatively affect both academic performance and psychological well-being. This systematic review aims to synthesize current evidence on the effects of fatigue on academic outcomes and well-being among medical students and to propose OHS-based recommendations to enhance student health and learning performance. A comprehensive literature search was conducted across four databases: PubMed, Scopus, EuropePMC, and OpenAlex. A total of 293 records were identified, with 149 screened after duplicate and irrelevant records were removed. Full-text assessment was performed on 121 articles, resulting in 34 studies. The PRISMA 2020 guidelines were followed to ensure methodological rigor. The review found consistent evidence that fatigue particularly mental and emotional exhaustion was associated with decreased academic performance, impaired concentration, and increased risk of burnout, anxiety, and depression. Several studies highlighted the lack of institutional support and coping strategies among students. Fatigue significantly affects both academic outcomes and psychological well-being in undergraduate medical students. A holistic, evidence-based strategy that connects educational innovation with psychological well-being is needed to address medical students' fatigue.