PSYCHOMETRIC ASSESSMENT OF VISUAL FATIGUE, ACADEMIC STRESS, AND COGNITIVE PERFORMANCE AMONG MEDICAL STUDENTS WITH REFRACTIVE ERRORS IN BASRAH, IRAQ

Abstract

Background: Refractive errors do not only reduce visual performance but also, refractive errors enhance mental load, psychological discomfort and learning challenges in students. Continuous working with digital gadgets and extended close work can lead to worsening of visual fatigue, stress and cognitive inefficiency in the exigent academic setting like in medical school.

Aim: To test the perceived stress, visual fatigue, and cognitive performance of medical students having refractive errors in Basrah, Iraq, with the help of the standard psychometric instruments.

Methods: Cross-sectional psychometric research study was carried out in medical students with and without refractive errors. The participants were required to respond to the Perceived Stress Scale (PSS-10), Visual Fatigue Scale (VFS) and Cognitive Failures Questionnaire (CFQ). The reliability of the scales and the associations among the severity of refractive error, screen time and psychological outcomes were explored using descriptive statistics, Cronbach a coefficients, Pearson correlations and multiple regression analysis.

Results: Greater severity in refractive error was linked to very high perceived stress and visual fatigue, and more common cognitive failures. The psychometric scales were all good in terms of internal consistency (Cronbach's a 0.82-0.89). Regression models revealed that both the severity of refractive error and the amount of screen time produced together explained a significant percentage of the variance in the scores on stress and fatigue.

Conclusion: The efficient screening of academic stress and visual workload through psychometric testing techniques (PSS-10, VFS, CFQ) represents an efficient alternative to be included in the health and vision programs of students.