Latar Belakang: Mahasiswa dihadapkan dengan berbagai kegiatan akademik dan non akademik hingga terkadang menyita waktu tidur, sementara waktu tidur yang cukup dibutuhkan untuk menjaga kestabilan emosi. Tujuan: mengetahui hubungan antara kualitas tidur dengan masalah emosional (tingkat depresi, cemas, dan stres) mahasiswa pre-klinik Program Studi Pendidikan Dokter, Fakultas Kedokteran, Universitas Udayana. Metode Penelitian: Studi cross-sectional dilakukan pada mahasiswa kedokteran pre-klinik di Fakultas Kedokteran Universitas Udayana. Responden melengkapi kuesioner data demografik, Pittsburgh Sleep Quality Index (PSQI), dan kuesioner Depression, Anxiety, and Stress Disorder Scale (DASS). Hasil: Sebanyak 132 responden terlibat dalam studi ini dengan jenis kelamin laki-laki sebanyak 37,1% dan berjenis kelamin perempuan sebanyak 62,9%, dengan rentang usia 18-22 tahun. Indeks kualitas tidur secara umum memiliki korelasi positif dengan tingkat depresi (r=0,32; p<0,001), tingkat cemas (r=0,26; p=0,002), dan tingkat stres (r=0,36; p<0,001) mahasiswa. Simpulan: Kualitas tidur secara umum berhubungan signifikan dengan tingkat depresi, cemas, dan stres mahasiswa kedokteran pre-klinik di Universitas Udayana, Bali. Penting bagi pihak institusi maupun badan kemahasiswaan guna menekankan program yang mendukung kualitas tidur dan kesehatan psikis mahasiswa.

Background: Medical students are required to develop the ability and clinical skill to carry out the profession. Soft skill is also important to enhance the students' performance when facing a real-life situation in the community. It can be developed through an extracurricular activity which trains positive behavior, time management, and social aspect. This study was aimed to explore the correlation between extracurricular activities and academic performances among medical students in the preclinical phase. Methods: A cross-sectional study was conducted among 221 medical students of Udayana University in the preclinical phase. Data were taken from data collecting by the Student Executive Board for Credit Point of Participation, which was the indicator of extracurricular activities and grouped into active and not active. Data were also taken from the Academic Affair's registered data (Grade Point Average (GPA) and gender). GPA was the indicator of academic performance and grouped into good and average. Data were analyzed using univariate and bivariate analysis (Chi-Square Test with Cramer's V) on SPSS version 20 for Windows. Results: From 221 medical students (males 43.9%; females 56.1%), 48% are active participants of extracurricular programs. Fifty-nine medical students had a good GPA and 162 medical students had an average GPA. The mean score of Credit Point of Participation are 116.545±65.79 and GPA is 3.3781±0.282 (out of possible 4). Our study showed a positive correlation between extracurricular activities and academic performance (r=0.2; p=0.003). Conclusions: Medical students who are active participants in extracurricular programs have better academic performance than those who are passive. Extracurricular activities lead to a positive impact on academic achievement because it can decrease any academic stress and tension, which lead to more productivity in their learning.

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Background: Learning styles are various ways of acquiring knowledge and important due to its contribution to the learning process' outcome and students' academic performances. This study aims to find out the correlation between learning style preference and cognitive academic performance of medical students. Methods: A cohort study using The Honey and Mumford's Learning Style Questionnaire was conducted to first-year medical students during their first semester at Udayana University, Bali. Mean of four academic blocks’ final assessments (multiple choice questions) represented the cognitive academic performance. Data were analysed using univariate and bivariate analysis (Spearman correlation). Results: There were 219 students who fulfilled the inclusion criteria. Each student can have more than one learning style preferences. There were 33.3% students with a very strong preference for theorist learning style, followed by activist (30.6%), reflector (27.9%), and pragmatist (14.2%). Mean of final academic blocks’ assessments had positive correlation with reflector (r=0.227, p<0.001) and theorist (r=0.135, p=0.045) learning style. However, a negative correlation was found with the activist learning style (r=-0.267, p<0.001). No correlation was found between the academic blocks’ assessments and pragmatist learning style. Conclusion: Medical students with reflector and theorist learning style tend to have better cognitive academic performances compared to other learning styles. This study should be taken into consideration in providing the most suitable teaching methods for medical students based on their various learning style, especially for the ones with activist learning style which in this study had lower cognitive academic performances. Keywords: learning style, medical student, academic performance, cognitive outcome