The empty seats: A cross-sectional study exploring lecture absenteeism among medical students in central Kerala
Shini Sulthana, Sreekanth Perazhi, Shivani Pallathinkal, Shaliet Rose SebastianABSTRACT
Background:
Lecture absenteeism is a persistent and growing challenge in medical education, potentially leading to knowledge gaps critical for future clinical practice. Understanding the prevalence of nonattendance and underlying factors is essential to guide targeted interventions to ensure future doctors acquire the foundational knowledge necessary for their demanding profession.
Objectives:
The primary objective of the study was to study the prevalence and factors associated with lecture absenteeism among medical students in central Kerala. The secondary objective was to explore student recommendations for improving lecture attendance.
Methods:
This was a cross-sectional mixed method study conducted from January to June 2025 among 300 second-year medical students in central Kerala. A multistage systematic sampling selected participants across five districts. Data were collected using a semi structured questionnaire including the WHO-5 well-being index and single-item self-esteem scale. Quantitative data were analyzed using Chi-square test and logistic regression to assess association. Qualitative data were analyzed using inductive approach of thematic analysis.
Results:
The prevalence of lecture absenteeism was 8%. Logistic regression revealed no statistically significant association between absenteeism and any measured demographic or lifestyle variables. Qualitative findings emphasized that student recommendations were categorized into themes, such as interactive sessions, effective teaching using examples, shorter durations, blended approach, and revision of compulsory attendance policies.
Conclusion:
Although the prevalence of lecture absenteeism is low in the present study, the qualitative findings highlight that educational interventions should focus on enhancing interactive and learner-centered teaching methods to improve learner engagement rather than relying on strict enforcement of attendance rules.