Computer vision syndrome in medical students: a look at eye health in the digital age
DOI:
https://doi.org/10.69849/dzjsrq84Keywords:
Computer Vision Syndrome, Ocular health, Medical students, Digital devices, PreventionAbstract
Technological advances have significantly expanded access to information and transformed the teaching-learning process, especially in higher education. Among medical students, the constant use of electronic devices such as computers, tablets, and smartphones has become essential for academic activities. However, prolonged exposure to digital screens has been associated with the development of Computer Vision Syndrome (CVS), characterized by ocular and visual symptoms such as eye strain, blurred vision, headache, dry eyes, and cervical discomfort. Therefore, this study aimed to analyze the prevalence of Computer Vision Syndrome among medical students and identify factors associated with the development of this condition. This is a systematic literature review conducted according to PRISMA guidelines, with searches performed in PubMed, Scientific Electronic Library Online, MEDLINE/PubMed, Literatura Latino-Americana e do Caribe em Ciências da Saúde, and Scopus databases, including studies published between 2015 and 2025. Studies addressing prevalence, symptoms, risk factors, and preventive strategies related to CVS in university students in the health field were included. The results demonstrated a high prevalence of the syndrome among medical students, highlighting prolonged screen exposure, lack of visual breaks, inadequate ergonomic conditions, and improper lighting as the main associated factors. The adoption of preventive strategies, such as regular breaks, ergonomic adjustments, and educational interventions, proved effective in reducing symptoms. It is concluded that Computer Vision Syndrome represents an important health concern among medical students, emphasizing the need for preventive measures and educational programs to promote healthy digital habits, improving ocular health and academic performance.
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Copyright (c) 2026 Daniel de Almeida Chaves, Bruno Macedo Gonçalves (Autor)
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