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article · Frontiers in Public Health

Computer vision syndrome among medical students at Kasr Al-Ainy Faculty of Medicine, Cairo University, Egypt: a cross-sectional study of prevalence, risk factors, and protective measures

2026Open accessCairo University

Abstract

Background: Computer vision syndrome (CVS), also known as digital eye strain, refers to a group of eye- and vision-related problems resulting from prolonged use of digital screens. With the increasing dependence on digital devices for learning, especially among university students, CVS has emerged as a growing public health concern. Medical students are particularly at risk due to extended screen time for academic purposes. Objective: This cross-sectional study aimed to assess the prevalence, risk factors, and protective measures associated with CVS among medical students at Kasr Al-Ainy Faculty of Medicine, Cairo University. Methods: A cross-sectional study was conducted using a self-administered electronic questionnaire based on the validated Computer Vision Syndrome Questionnaire (CVS-Q). The survey was distributed to 1,986 participants, with 1,882 responses included for analysis after exclusions. Results: The results revealed a high prevalence of CVS (72.4%), with symptoms such as eye strain, dryness, and headaches being most common. Female sex, lower academic levels, pre-existing eye conditions, smoking, and prolonged screen time (especially on tablets or iPads) were identified as significant risk factors. Protective measures, including screen brightness adjustment, frequent breaks, and consulting eye specialists, were associated with reduced CVS symptoms. Conclusion: CVS is highly prevalent among medical students and significantly associated with modifiable risk factors, particularly prolonged screen time and poor screen ergonomics. Targeted interventions, including optimizing screen settings, limiting continuous use, and taking regular breaks, may reduce the symptom burden.

Research topics

  • Ergonomics and Musculoskeletal Disorders
  • Gender and Technology in Education
  • Technostress in Professional Settings

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DOI: 10.3389/fpubh.2026.1809944

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