The Impact of the Hybrid Education Model on Medical Students with Attention-Deficit/ Hyperactivity Disorder Symptoms During the COVID-19 Pandemic

Abstract

Objective: The aim of this study is to evaluate the effects and outcomes of the hybrid education model, which became widespread during the pandemic period, on medical students with attention-deficit/hyperactivity disorder (ADHD) symptoms. Methods: A thorough sociodemographic data form and the Adult ADHD Self-Report Scale (ASRS) were distributed to 531 medical students for this cross-sectional study. The students were contacted via online platforms and offered to complete the form using a Google Forms survey application. Results: It was shown that the individuals in the group with probable ADHD were less motivated outside of the university (P=.002), experienced greater difficulty focusing and paying attention (P < .001), and spent more time in front of screens outside of the classroom (P=.001). Similarly, negative affect scores related to eating habits were higher in the group with probable ADHD (P=.005). Moreover, physical complaints were found to be more frequent in the probable ADHD group (P=<.001). Conclusion: The findings of the present study corroborate the strong negative correlation that existed during the COVID-19 pandemic between ADHD symptoms and satisfaction with the educational system. Low motivation, concentration problems, poor eating habits, physical complaints, and more screen time have all been linked to symptoms of ADHD.