Impact Of Exercise On Happiness And Graded Performance Of Medical Students In Preclinical Years

Burnout, depression, and physical health decline are pervasive issues among medical students, impacting both happiness and academic performance. Physical activity has shown to improve well-being and performance, with studies indicating that exercise enhances mood, cognitive function, and overall life satisfaction. However, research examining the daily impact of physical activity on happiness and graded performance in medical students is limited. PURPOSE: This study investigates these relationships in second-year medical students to better understand how exercise might mitigate burnout and enhance academic outcomes. METHODS: A cohort of second-year medical students logged their daily exercise time and self-reported happiness on a 1-100 scale. Happiness and academic performance were compared between students that exercised no hours per week and those that exercised at least one hour per week. Statistical analyses assessed correlations between daily exercise, happiness, and graded performance. RESULTS: Exercise was significantly associated with increased happiness, with students exercising for at least one hour per day reporting higher happiness levels (76.08) than those who did not (74.49), p = 0.0055. Although increased exercise hours displayed a positive trend in happiness (r = 0.5399), this correlation was not statistically significant. Regarding academic performance, students who exercised in the week before exams had slightly lower average grades (84.44) compared to non-exercisers (87.57), though this result was not statistically significant (p = 0.3480). Analysis by grade categories also revealed mixed trends without a clear link between exercise and performance. CONCLUSIONS: The results suggest that daily physical activity significantly boosts happiness among medical students, providing a valuable mental health benefit. However, exercise did not correlate with improved academic performance, especially during exam weeks. The lack of a direct performance benefit indicates that exercise may not enhance immediate academic outcomes under intense study demands. Integrating structured physical activity into medical school curricula could help counteract burnout and support student well-being.