Impact of study strategies and time management on medical student academic performance: A systematic review and meta-analysis

Medical education requires mastering large volumes of information under high stress, making effective study and time management strategies essential. While numerous interventions aim to improve learning efficiency, the consistency, magnitude, and moderators of their effects on academic performance and well-being remain unclear. This meta-analysis synthesized evidence on the impact of active learning and time management techniques among medical students. A systematic literature search was conducted in PubMed, PsycINFO, Scopus, Web of Science, and the Cochrane Library following PRISMA 2020 guidelines. Eligible studies included randomized controlled trials, cohort studies, and cross-sectional designs that examined active learning strategies (e.g., retrieval practice, spaced repetition, self-testing) and time management interventions (e.g., the Pomodoro Technique, time-blocking) among medical students. Standardized mean differences (Hedges g) and correlation coefficients were pooled using random-effects models. Heterogeneity, subgroup analyses, and publication bias were assessed using Cochran’s Q, I², and funnel plots. Across 13 studies contributing 2 effect sizes, structured learning interventions significantly improved academic performance with moderate heterogeneity. Correlational analyses supported consistent positive associations between strategy use and performance. Active learning approaches produced the largest effects, followed by time management techniques. Digital spaced-repetition tools (e.g., Anki) showed powerful benefits when used regularly. No meaningful publication bias was detected. Active learning and structured time management strategies significantly enhance medical students’ academic performance and psychological well-being. Integrating retrieval-based learning with consistent time management practices may yield synergistic benefits, improving both cognitive retention and stress regulation. Future research should employ larger, cross-cultural randomized trials to refine evidence-based academic interventions and promote equitable, resilient medical education.