Attention span crisis: Factors affecting focus during medical lectures among medical students of Nishtar Medical University — A cross-sectional study.

Abstract

Objective: To identify and quantify the factors associated with reduced attention span during lectures among medical students at Nishtar Medical University, focusing on students, pedagogy, teaching methods and determinants related to environment. Study Design: Cross-sectional Survey. Setting: Nishtar Medical University, Multan. Period: March 2026 to October 2026. Methods: A structured questionnaire was used, we assessed eleven factors affecting attention span. Students also rated their perceived concentration over the course of a typical lecture. Descriptive statistics characterized the prevalence of these distractors; multivariate logistic regression was used to examine associations between these factors and self-reported attention decline during lectures. Results: A large proportion among the respondents reported declining attention during lectures which is by the various distractors which we have studied. Key student-related factors significantly associated with concentration loss included psychological factors such as lack of personal interest and post lunch meal status and peer distraction. Negative emotional background is also correlated with reduced focus. Regarding pedagogical variables, insignificant use of audiovisual aids and passive lecturing style and teaching methodologies were linked to lower sustained attention. Environmental factors, particularly noise pollution and poor lighting or ventilation, were also significant predictors of concentration decline. In regression analysis, for example, students who reported distractions from noise pollution had greater attention decline as compared to those who did not, controlling for various other variables. In our study of 219 medical students, attention-span difficulties were highly prevalent, with major contributors including impaired concentration (89.04%), emotional impact (86.76%), environmental noise (83.56%), diet (81.28%), lack of interest (73.06%), teaching method (72.15%), study material (61.64%), and prior knowledge (54.79%). Conclusion: Our study indicates that a multifactorial “attention span crisis” affects medical students during lectures, encompassing individual environmental, and pedagogical contributors. To mitigate or eradicate this decline, medical educators should consider more interactive teaching, improvements needed in teaching styles, optimized classroom environments, and scheduling considerations (e.g., meal timing) to maintain and improve student engagement.