The association between headphones use during study and concentration among medical students at King Khalid University: A cross-sectional study.

doi:10.21203/rs.3.rs-4327321/v1

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Research Article

The association between headphones use during study and concentration among medical students at King Khalid University: A cross-sectional study.

https://doi.org/10.21203/rs.3.rs-4327321/v1

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Background: This study assessed the relationship between headphone use during study sessions and concentration levels among medical students.

Methods: A cross-sectional survey was conducted among 359 medical students at King Khalid University, Abha, Saudi Arabia. Demographic information, headphone usage habits, concentration levels during studying, perceived advantages and disadvantages of headphone use, and anxiety status were assessed.

Results: Among the surveyed participants, 40% (n=143) reported using headphones during study sessions. The prevalence of headphone use was higher among females (59.2%), sixth-degree students (33.1%), and individuals from higher-income families (43.7%). Logistic regression analysis revealed significant associations between demographic factors and headphone use. Headphone use was significantly associated with higher concentration levels during studying, particularly among those who used headphones for longer durations and reported differences in learning outcomes. Advantages of using headphones included blocking external distractions (53.5%), improving focus (47.9%), and enhanced enjoyment of studying (39.6%), while disadvantages included reduced awareness (52.8%). Higher volume levels were associated with higher concentration levels, with participants using high volume more likely to exhibit very high concentration levels (50%). Logistic regression analysis also demonstrated a significant association between family income level and concentration while studying with headphones, with students from higher-income families exhibiting higher concentration levels.

Conclusion: The findings suggest that headphone use during study sessions is associated with increased concentration levels among medical students. Understanding the factors influencing headphone usage patterns and their effects on academic performance is essential for optimizing study environments and promoting effective learning strategies in medical education.

Headphones

medical students

concentration

study habits

academic performance

Humans are in constant interaction with stimuli from their environment through sensory organs, significantly shaping their emotions, thoughts, and decision-making processes (1). Among these stimuli, sound is particularly noteworthy as it imbues visual perceptions and emotional experiences with meaning in daily life. With the advent of modern technology, devices such as mobile phones, computers, and music players have evolved into significant sources of sound, delivered either through speakers or headphones. Headphones, in particular, play a pivotal role in transmitting sound, bringing it closer to the individual and enabling a more focused and isolated auditory encounter compared to speakers (2). This proximity facilitates heightened concentration and comprehension of sound. Consequently, there has been a noticeable surge in headphone usage in recent years. Research conducted in Saudi Arabia revealed that young individuals employ headphones for listening to music, with 80% allocating 0.5 to 2 hours daily to headphone usage (3). However, this prolonged exposure to auditory stimuli has been linked to the emergence of ear disorders such as tinnitus (4).

Headphones have become an essential tool for students, including medical students, allowing them to create a focused study environment. The use of headphones during study sessions can significantly impact concentration levels among medical students. Research by Kulawiak highlighted the academic benefits of noise-canceling headphones, indicating that wearing such headphones during class can reduce off-task behavior and enhance focus (5). Additionally, a study by Townsend et al. demonstrated that noise-canceling headphones can decrease anxiety, which is crucial for maintaining concentration during study sessions (6).

Moreover, the psychological impact of the COVID-19 pandemic on medical students, as discussed in various studies (7–11), has underscored the importance of tools like headphones in creating a conducive study environment. The pandemic has led to increased stress levels among medical students, affecting their mental well-being and potentially hindering their ability to concentrate. In this context, the use of headphones can serve as a coping strategy to block out distractions and improve focus during study sessions.

Furthermore, the study by Wang et al. emphasizes the importance of health education interventions related to hearing health risk behaviors in college students, highlighting the significance of using headphones safely to prevent hearing loss (12). This underscores the need for medical students to be mindful of their headphone usage habits to protect their hearing while benefiting from the concentration-enhancing effects of headphones.

Therefore, the association between headphone use during study and concentration among medical students is multifaceted. While headphones can aid in creating a focused study environment and reducing distractions, medical students need to balance their headphone usage to safeguard their hearing health (13). The widespread adoption of headphones in everyday activities has not just influenced ear health but also emotional stability. Studies suggest that individuals playing horror and suspense video games report increased levels of excitement and fear when using headphones, compared to alternative setups (14). Similarly, research examining anxiety, marked by persistent feelings of fear and worry according to the American Depression and Anxiety Association, found that children experienced decreased anxiety levels when using headphones to drown out saw sounds during cast removal procedures (15).

Therefore, it is undeniable that increased headphone use in daily life may affect ear health and even emotional state. To understand the relationship between headphone usage and concentration while studying medicine, we surveyed with a diverse group of medical students. The survey aimed to gather valuable insights into the preferences, experiences, and perceptions of individuals when it comes to using headphones for studying. We received responses providing us with a holistic understanding of the topic.

Study Design

This study adopted a cross-sectional survey design to evaluate the association between headphone use during study sessions and concentration levels among medical students at King Khalid University, Abha, Saudi Arabia.

Study participants and sample size calculation

Using G*power, the minimum required sample size was 321, based on the following assumptions, alpha error of 0.05, power of 0.95%, size effect of 0.1, and 50% of medical students had impaired concentration while using headphones. This study involved medical students from King Khalid University. Participants were recruited using convenience sampling, and students of all academic years were invited to participate.

Data Collection

From June to August 2023, data was collected using two methods: an online questionnaire and in-person interviews. The questionnaire was given electronically to participants via email and social media platforms, with face-to-face interviews conducted for those who preferred this manner.

The questionnaire items address a variety of demographic and socioeconomic parameters relevant to understanding headphone use during study sessions and concentration levels among medical students. The first component of the questionnaire collected the following sociodemographic information: age, gender, current year of study, family size, and income status. Finally, this section evaluated the availability of a dedicated study place.

The second portion carefully evaluated numerous elements of headphone use during study sessions. First, participants were asked about their frequency and duration of headphone use. Following that, participants were asked about their listening choices, which included music, podcasts, audiobooks, and white noise or natural noises. The questionnaire also assessed participants' perceived concentration levels when studying, both with and without headphones. Participants were also asked to reflect on any variations they noticed in their learning outcomes before and after using headphones, as well as their academic success as determined by GPA. Advantages and disadvantages associated with headphone use were also explored, along with participants' volume preferences and feelings about the impact of headphone usage on their academic performance. Furthermore, participants were queried about their practices regarding breaks or restricting the duration of headphone use, as well as their favorite study environments.

The third section assessed the anxiety status by the Hamilton Anxiety Rating Scale (HAM-A) (16). The 14-item scale assesses both somatic anxiety (physical problems associated with anxiety) and psychic anxiety (mental agitation and psychological distress). Each item on the scale is defined by a set of symptoms. A total score range of 0–56 is assigned to each item, with a range of 0 (not present) to 4 (severe). A score of less than 17 denotes light severity, 18–24 mild to moderate severity, and 25–30 moderate to severe.

Before data collection, a pilot study was undertaken to assess the survey's feasibility and accessibility. Each study participant was asked to invite a minimum of four people. The goal was to evaluate the time taken to complete the questionnaire and the clarity of the questions. This technique allowed researchers to calculate the average time necessary to complete the survey and the response rate.

Data Analysis

Descriptive statistics were utilized to summarize participants' demographic characteristics and headphone usage behaviors. Inferential statistics, such as chi-square testing and regression analysis, were used to investigate the relationship between headphone use during study sessions and concentration levels.

A total of 359 medical students participated in our study. The mean age of study participants was 19 years old. Approximately 66.4% of the participants were females, 29.1% were in their sixth degree, and 42.6% thief's family income status was more than 20000 SAR. While 58.5% had 6–8 family members, 72.3% had a room for study.

Of the surveyed participants, 143 (40%) used headphones. The participants who used headphones were more likely to be females (59.2%), in their sixth degree (33.1%), and with more than 20000 SAR family income (43.7%). Also, they were more likely to have 6–8 family members (23.2%) and a room for study (66.2%).

Compared to those who did not use headphones, gender and having a room for study significantly affect the prevalence of using headphones (p-value = 0.019, p-value = 0.037) respectively. (Table 1). 45% of the participants listened to music (Fig. 1)

Table 1

General characteristics of headphone users and control group
Characteristics		Using Headphones
Characteristics	Total	No	Yes	p-value
N	359	215 (60%)	143 (40%)
Age (year), mean (SD)	19 (8.4)	19 (8.2)	19.6 (8.6)	0.49
Gender				0.019
Male	120 (33.6%)	62 (28.8%)	58 (40.8%)
Female	237 (66.4%)	153 (71.2%)	84 (59.2%)
Current year of study				0.12
First-year	7 (2.0%)	4 (1.9%)	3 (2.1%)
Second year	23 (6.4%)	11 (5.1%)	12 (8.5%)
Third year	83 (23.2%)	55 (25.6%)	28 (19.7%)
Fourth-year	56 (15.7%)	34 (15.8%)	22 (15.5%)
Fifth year	56 (15.7%)	41 (19.1%)	15 (10.6%)
Sixth year	104 (29.1%)	57 (26.5%)	47 (33.1%)
Intern	28 (7.8%)	13 (6.0%)	15 (10.6%)
Family members				0.78
Less than 6 members	69 (19.3%)	44 (20.5%)	25 (17.6%)
6–8 members	209 (58.5%)	125 (58.1%)	84 (59.2%)
More than 8 members	79 (22.1%)	46 (21.4%)	33 (23.2%)
Income status				0.81
Less than 5000 SAR	17 (4.8%)	12 (5.6%)	5 (3.5%)
5001–10000 SAR	58 (16.2%)	36 (16.7%)	22 (15.5%)
10001–20000 SAR	129 (36.1%)	76 (35.3%)	53 (37.3%)
More than 20000 SAR	153 (42.9%)	91 (42.3%)	62 (43.7%)
Room for study				0.037
No	99 (27.7%)	51 (23.7%)	48 (33.8%)
Yes	258 (72.3%)	164 (76.3%)	94 (66.2%)

Table 2 shows the level of concentration during studying among participants who used headphones. The level of concentration was low within 12% of the participants, 35% with moderate concentration, 44% with high concentration, and 8.3% with very high concentration.

Participants who rarely headphones while studying were more likely to have low concentration (41%). Participants who always used headphones while studying were more likely to have very high concentration (58%). Participants who used headphones for more than 2 hours were more likely to have high concentration compared to those who used them for 15–30 minutes (57% vs 13%, p-value = 0.003). Participants who reported difference in learning outcomes when studying with headphones were more likely to have very high concentration compared to those who reported no difference in studying outcomes (83% vs 17%, p-value = 0.009)

Blocking external distractions was the most reported advantage of using headphones among our participants (53.5%). This is followed by improved focusing (47.9%) and enhanced enjoyment of studying (39.6%). In contrast, reduced awareness was the most reported disadvantage of using headphones (52.8%).

Volume level significantly affected the level of concentration. Participants who used high volume (loud enough to drown out background noise) were more likely to have very high concentration (50%, p-value < 0.001). However, only 4.9% of our participants used very high (potentially damaging to hearing) volume. Also, participants who reported a very positive impact of using headphones during studying were more likely to have a very high concentration level compared to those who reported a neutral impact (58% vs 17%, p-value < 0.001)

Table 2

concentration level among participants who used headphones.
		Level of concentration
Factor	Total	Low	Moderate	High	Very high	p-value
N	143	18 (12%)	50 (35%)	63 (44%)	12 (8.3%)
Frequency of using headphones while studying						< 0.001
Rarely or never	14 (9.8%)	7 (41%)	3 (6%)	3 (5%)	0 (0%)
Occasionally (1–2 times a week)	41 (28.7%)	8 (47%)	18 (36%)	13 (36%)	2 (17%)
Regularly (3–4 times a week)	36 (25.2%)	1 (6%)	16 (%)	16 (25%)	3 (25%)
Always	52 (36.4%)	1 (6%)	31 (49%)	31 (49%)	7 (58%)
how long do you use headphones during a study session?						0.003
Less than 15 minutes	4 (2.8%)	2 (12%)	2 (4%)	0 (0%)	0 (0%)
15–30 minutes	10 (7.0%)	5 (29%)	3 (6%)	2 (3%)	0 (0%)
30 minutes to 1 hour	24 (16.8%)	4 (24%)	11 (22%)	8 (13%)	1 (8%)
1–2 hours	37 (25.9%)	4 (24%)	13 (26%)	17 (27%)	2 (17%)
More than 2 hours	68 (47.6%)	2 (12%)	21 (42%)	36 (57%)	9 (75%)
Listen to Music	86 (59.7%)	10 (63%)	31 (62%)	39 (62%)	5 (42%)	0.63
Listen to podcast	33 (22.9%)	4 (25%)	17 (34%)	9 (14%)	3 (25%)	0.17
Listen to audiobooks	17 (11.8%)	1 (6%)	6 (12%)	6 (10%)	4 (33%)	0.19
Listen to white noise or nature sounds	57 (39.6%)	5 (31%)	18 (36%)	31 (49%)	3 (25%)	0.30
The difference in your learning outcomes when studying with headphones compared to w						0.009
No	59 (41.3%)	9 (53%)	29 (58%)	19 (30%)	2 (17%)
Yes	84 (58.7%)	8 (47%)	21 (42%)	44 (70%)	10 (83%)
Advantages of using headphones
Improve focusing	69 (47.9%)	1 (6%)	13 (26%)	44 (70%)	10 (83%)	< 0.001
Blocking external distraction	77 (53.5%)	9 (56%)	31 (62%)	33 (52%)	4 (33%)	0.33
Enhanced enjoyment of studying	57 (39.6%)	5 (31%)	22 (44%)	27 (43%)	3 (25%)	0.58
Disadvantages of using headphones
Difficulty focusing	31 (21.5%)	11 (69%)	17 (34%)	3 (5%)	0 (0%)	< 0.001
Distraction	56 (38.9%)	11 (69%)	29 (58%)	14 (22%)	2 (17%)	< 0.001
Reduce awareness	76 (52.8%)	3 (19%)	24 (48%)	41 (65%)	7 (58%)	0.013
Volume level						< 0.001
Low (barely audible)	17 (11.9%)	2 (12%)	7 (14%)	7 (11%)	0 (0%)
Moderate (comfortable listening level)	76 (53.1%)	9 (53%)	30 (60%)	35 (56%)	2 (17%)
High (loud enough to drown out background noise)	43 (30.1%)	5 (29%)	13 (26%)	19 (30%)	6 (50%)
Very high (potentially damaging to hearing)	7 (4.9%)	1 (6%)	0 (0%)	2 (3%)	4 (33%)
Feel about the impact of using headphones during studying on your academic performance						< 0.001
Negative	4 (2.8%)	2 (12%)	2 (4%)	0 (0%)	0 (0%)
Neutral	57 (39.9%)	9 (53%)	33 (66%)	13 (21%)	2 (17%)
Positive	59 (41.3%)	5 (29%)	14 (28%)	36 (57%)	3 (25%)
Very positive	23 (16.1%)	1 (6%)	1 (2%)	14 (22%)	7 (58%)
Take breaks or limit the duration of headphone use						0.15
No	43 (30.1%)	6 (35%)	16 (32%)	14 (22%)	6 (50%)
Yes	100 (69.9%)	11 (65%)	34 (68%)	49 (78%)	6 (50%)
Where do you find it most conducive to study?						0.16
Cafe or coffee shop	27 (18.9%)	1 (6%)	7 (14%)	13 (21%)	5 (42%)
Home	90 (62.9%)	13 (76%)	33 (66%)	37 (59%)	7 (58%)
Library	18 (12.6%)	3 (18%)	8 (16%)	7 (11%)	0 (0%)
Outdoors	8 (5.6%)	0 (0%)	2 (4%)	6 (10%)	0 (0%)
How would you describe your typical study environment?						0.29
Quiet and free from distractions	84 (58.7%)	10 (59%)	34 (68%)	34 (54%)	5 (42%)
Moderately quiet with occasional distractions	53 (37.1%)	6 (35%)	16 (32%)	26 (41%)	5 (42%)
Noisy with frequent distractions	6 (4.2%)	1 (6%)	0 (0%)	3 (5%)	2 (17%)

Table 3 shows anxiety levels among participants who used headphones. 65% of participants had a mild level of anxiety, 22% had moderate to severe levels, and 13% had mild to moderate severity. Participants with moderate to severe anxiety always used headphones during studying (37%) and used them for more than 2 hours (30%). However, they reported moderate-high concentration with using headphones during studying (37%). Also, 60% of them reported a difference in learning outcomes when studying with headphones.

Participants with moderate to severe anxiety reported a neutral impact of using headphones on their academic performance (47%). Also, they prefer a quiet and free from distractions environment for study.

Table 3

Anxiety among participants who used headphones.
		Anxiety states
Factor	Total	Mild severity	Mild to moderate severity	Moderate to severe	P-value
N	143	93 (65%)	19 (13%)	32 (22%)
Frequency of using headphones while studying					0.61
Rarely or never	14 (9.8%)	8 (9%)	2 (11%)	3 (10%)
Occasionally (1–2 times a week)	41 (28.7%)	30 (32%)	3 (16%)	8 (27%)
Regularly (3–4 times a week)	36 (25.2%)	20 (22%)	8 (42%)	8 (27%)
Always	52 (36.4%)	35 (38%)	6 (32%)	11 (37%)
how long do you use headphones during a study session?					0.59
Less than 15 minutes	4 (2.8%)	2 (2%)	0 (0%)	1 (3%)
15–30 minutes	10 (7.0%)	6 (6%)	1 (5%)	3 (10%)
30 minutes to 1 hour	24 (16.8%)	14 (15%)	3 (16%)	7 (23%)
1–2 hours	37 (25.9%)	24 (26%)	3 (16%)	10 (33%)
More than 2 hours	68 (47.6%)	47 (51%)	12 (63%)	9 (30%)
Listen to Music	86 (59.7%)	53 (57%)	12 (63%)	21 (66%)	0.66
Listen to podcast	33 (22.9%)	18 (19%)	5 (26%)	10 (31%)	0.36
Listen to audiobooks	17 (11.8%)	13 (14%)	1 (5%)	3 (9%)	0.50
Listen to white noise or nature sounds	57 (39.6%)	37 (40%)	6 (32%)	14 (44%)	0.69
Very high	10 (7.0%)	8 (9%)	0 (0%)	2 (7%)
Level of concentration while studying with headphones					0.84
Very low	1 (0.7%)	1 (1%)	0 (0%)	0 (0%)
Low	17 (11.9%)	8 (9%)	2 (11%)	6 (20%)
Moderate	50 (35.0%)	32 (34%)	7 (37%)	11 (37%)
High	63 (44.1%)	43 (46%)	9 (47%)	11 (37%)
Very high	12 (8.4%)	9 (10%)	1 (5%)	2 (7%)
The difference in your learning outcomes when studying with headphones compared to w					0.82
No	59 (41.3%)	37 (40%)	9 (47%)	12 (40%)
Yes	84 (58.7%)	56 (60%)	10 (53%)	18 (60%)
Advantages of using headphones
Improve focusing	69 (47.9%)	44 (47%)	12 (63%)	13 (41%)	0.29
Blocking external distraction	77 (53.5%)	53 (57%)	10 (53%)	14 (44%)	0.43
Enhanced enjoyment of studying	57 (39.6%)	38 (41%)	8 (42%)	11 (34%)	0.79
Disadvantages of using headphones
Difficulty focusing	31 (21.5%)	16 (17%)	5 (26%)	10 (31%)	0.21
Distraction	56 (38.9%)	29 (31%)	8 (42%)	19 (59%)	0.018
Reduce awareness	76 (52.8%)	52 (56%)	12 (63%)	12 (38%)	0.12
Volume level					0.99
Low (barely audible)	17 (11.9%)	11 (12%)	2 (11%)	3 (10%)
Moderate (comfortable listening level)	76 (53.1%)	51 (55%)	9 (47%)	16 (53%)
High (loud enough to drown out background noise)	43 (30.1%)	26 (28%)	7 (37%)	10 (33%)
Very high (potentially damaging to hearing)	7 (4.9%)	5 (5%)	1 (5%)	1 (3%)
Feel about the impact of using headphones during studying on your academic performance					0.44
Negative	4 (2.8%)	1 (1%)	1 (5%)	2 (7%)
Neutral	57 (39.9%)	37 (40%)	6 (32%)	14 (47%)
Positive	59 (41.3%)	38 (41%)	9 (47%)	12 (40%)
Very positive	23 (16.1%)	17 (18%)	3 (16%)	2 (7%)
Take breaks or limit the duration of headphone use					0.99
No	43 (30.1%)	28 (30%)	6 (32%)	9 (30%)
Yes	100 (69.9%)	65 (70%)	13 (68%)	21 (70%)
Where do you find it most conducive to study?					0.48
Cafe or coffee shop	27 (18.9%)	21 (23%)	1 (5%)	5 (17%)
Home	90 (62.9%)	55 (59%)	16 (84%)	19 (63%)
Library	18 (12.6%)	11 (12%)	2 (11%)	4 (13%)
Outdoors	8 (5.6%)	6 (6%)	0 (0%)	2 (7%)
How would you describe your typical study environment?					0.70
Quiet and free from distractions	84 (58.7%)	52 (56%)	10 (53%)	21 (70%)
Moderately quiet with occasional distractions	53 (37.1%)	37 (40%)	8 (42%)	8 (27%)
Noisy with frequent distractions	6 (4.2%)	4 (4%)	1 (5%)	1 (3%)

In Table 4 logistic regression measured the associations between different risk factors and level of concentration with using headphones during studying. Among our participants, there was a significant association between concentration and family income level. Students with a 5001–10000 SAR family income had a 15 times higher chance of having moderate to high concentration compared to those who had less family income of 5000 SAR or less [OR: 15.75, 95% CI (1.57–157.6), p-value = 0.019].

Also, students with a 10001–20000 SAR family income had 18 times higher chance of having moderate to high concentration [OR: 18.37, 95% CI (2.34-144.04), p-value = 0.006] and those with income more than 20000 SAR had 8 times higher chance of having moderate to high concentration compared to those who had less family income 5000 SAR or less [OR: 8.83, 95% CI (1.29–60.47), p-value = 0.026]

Table 4

Association between level of concentration during headphone usage and different predictors
		Concentration (low vs moderate-high)
Predictors		OR	95% CI	P-value
Age		1.013	0.958–1.071	0.646
Gender	Male	1
	Female	0.701	0.247–1.99	0.506
Current year of study	First-year	1
	Second year	5.5	0.234-128.968	0.290
	Third year	3.125	0.226–43.021	0.394
	Fourth-year	3.166	0.215–46.726	0.401
	Fifth year	1.375	0.096–19.643	0.814
	sixth year	4.20	0.320-55.058	0.274
	Intern	-
Family members	Less than 6	1
	6–8	0.917	0.234–3.583	0.901
	More than 8	0.989	0.2-4.878	0.989
income	5000 or less	1
	5001–10000	15.75	1.574-157.602	0.019
	10001–20000	18.375	2.344-144.043	0.006
	More than 20000	8.833	1.290-60.473	0.026
Room for study	No	1
	Yes	1.304	0.471–3.610	0.51

The study's main findings

The study found that 40% of medical students use headphones during study sessions, with females, sixth-degree students, and those with higher family income being more likely. Most users reported high concentration levels, with longer durations and improved learning outcomes. Headphones block external distractions, but reduced awareness is a disadvantage. High volume levels were associated with higher concentration. Family income also influenced concentration, with higher-income students having moderate to high concentration levels.

Interpretation of the main findings

Magnitude of using airphones: in the current study, 40% reported using headphones. Similarly, a high rate of 37.3% of headphones was reported in a study among medical university units (17). A higher percentage (86.4%) of medical students were reported to use earphones in a study conducted by Mohammadpoorasl et al., (18). Interestingly, using such devices was reported to have severe consequences on hearing. A study conducted by Asghar et al., found that one-third of medical students using electroacoustic devices demonstrated sensorineural hearing loss at lower frequencies, with insert-type earbuds being the most preferred (19). Educational campaigns should be carried out to inform medical students about the significance of safe listening practices and the possible repercussions of prolonged exposure to high levels, given the high rates of usage documented in various studies. Students who regularly use these devices should also be urged to have regular hearing examinations and monitoring performed on them, and those who exhibit any indicators of hearing impairment should receive interventions.

Using headphones associated with concentration level: in this study wearing headphones was associated with concentration level. On the other hand, a systematic scoping review of 13 empirical studies on the academic benefits of wearing noise-canceling (NC) headphones during class reveals a lack of robust evidence supporting this practice, particularly for typically developing students and those with special needs (5). Despite theoretical expectations of decreased auditory distraction and improved concentration, the limited number of studies, small sample sizes, and the absence of replication studies suggest that the efficacy of wearing NC headphones for academic improvement remains uncertain, highlighting the need for further research in this area. This contradiction in the study’s findings urges the need for more comprehensive studies to be conducted at a larger scale to provide more robust evidence.

In this study, we did not find a significant association between using headphones and anxiety. On the other hand, a study aimed to explore the association between earphone use and audiologic and psychologic factors using Korea National Health and Nutrition Examination Survey data. reported that earphone users had higher odds of experiencing tinnitus (22.9%) and anxiety and depressive symptoms (6.5%) compared to the control group, despite comparable hearing thresholds between the two groups (20). The difference in findings between the two studies suggests that the association between headphone use and anxiety may vary depending on the population and methodology used. This highlights the importance of considering multiple factors and conducting further research to better understand the relationship between headphone/earphone use and psychological well-being.

Strengths and limitations

The study used a mixed-methods approach, involving online questionnaires and face-to-face interviews, to understand headphone usage and its impact on concentration among medical students. With a large sample size of 359 participants, it provided valuable insights into factors affecting headphone usage and concentration levels. The study is limited by self-reporting bias, cross-sectional design, and limited generalizability. It also overlooks confounding variables like sleep quality and external stressors, requiring further exploration and caution in interpretation.

Implication of the study

The study's findings have important implications for medical education and student well-being. First, it emphasizes the ubiquity of headphone use among medical students, underlining the importance of personalized interventions to promote responsible use and reduce potential dangers. Educational institutions can incorporate safe listening practices into their curricula to help students make informed decisions. Furthermore, educators might investigate novel teaching methods that use headphone technology to improve student focus and eliminate distractions. Students can utilize the information to examine their study habits and improve their learning outcomes. Furthermore, raising awareness of hearing health issues and advocating for responsible headphone use is critical. Institutions help students succeed by focusing on their well-being and providing resources for auditory health. Overall, recognizing these issues promotes supportive learning.

In conclusion, this study sheds light on the significant association between headphone use during study sessions and concentration levels among medical students. The prevalence of headphone use varied according to demographic parameters such as gender, academic year, and household income. Headphone use was linked to increased focus when studying, especially among those who used headphones for longer periods and reported differences in learning results. While headphones had benefits such as reducing external distractions and boosting attention, they also had drawbacks such as decreased awareness, emphasizing the importance of balanced usage. Furthermore, higher volume levels were associated with increased focus, highlighting the significance of safe listening techniques. Logistic regression analysis emphasized the impact of family income level.

This study's findings lead to numerous recommendations. Educational institutions should prioritize boosting student understanding of the benefits and risks of using headphones, as well as encouraging safe listening techniques and good study habits. Academic support programs can help students optimize their study environments and incorporate these habits into their daily routines. Furthermore, more study is needed to investigate the long-term consequences of headphone use on academic performance and hearing health in medical students. Health education campaigns should be established to raise awareness of hearing health risks and promote careful headphone use. Finally, establishing policies and procedures to govern headphone use in educational settings can assist in promoting a positive learning environment while also boosting student well-being. By implementing these principles, institutions can support.

Ethics approval and consent to participate-Before data collection began, the Institutional Review Board of King Khalid University provided ethical approval (ECM#2023-2801). All participants provided informed consent before being included in the study, and responses were kept anonymous throughout the research procedure.

Consent for publication-Availability of data and materials- All data generated or analysed during this study are included in this published article.

Competing interests- None

Funding- "The authors extend their appreciation to the Deanship of Research and Graduate Studies at King Khalid University for funding this work through Large Research Project under grant number RGP2/189/45 "

Authors' contributions- "A.A.A., A.M.A. and M.A.A. wrote the main manuscript text and K.A.N.A., A.A.A.A., R.M.S.A., A.M.S.A and O.M.O.A. did the investigation. A.A.A and S.E.M did the statistical analysis and final editing. All authors reviewed the manuscript."

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No competing interests reported.

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The association between headphones use during study and concentration among medical students at King Khalid University: A cross-sectional study.

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Abstract

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Introduction

Subject and Methods

Study Design

Study participants and sample size calculation

Data Collection

Data Analysis

Results

Discussion

The study's main findings

Interpretation of the main findings

Strengths and limitations

Implication of the study

Conclusions

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References

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